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Aupetit, Samuel. "Etude ergonomique de l'apprentissage de la conduite moto dans une perspective de prévention." Phd thesis, Université d'Orléans, 2010. http://tel.archives-ouvertes.fr/tel-00567092.
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Cette thèse porte sur la conduite moto et son apprentissage. Elle s'inscrit dans un effort d'analysescientifique des comportements des motocyclistes novices, population particulièrement exposée entermes d'accidentologie routière. L'objectif de la thèse est d'étudier l'activité de motards en situationd'apprentissage, en formation initiale et durant les premières expériences de conduite après le permis,dans une perspective ergonomique d'amélioration des formations. L'étude a été menée avec lacollaboration de 16 élèves motards dans une approche " d'anthropologie cognitive située "(Theureau, 2004). Des enregistrements audiovisuels du comportement (390 heures), des données surla cinématique du véhicule enregistrées à l'aide d'une motocyclette instrumentée en capteurs (140heures), et des verbalisations en entretien d'auto confrontation (110 heures) ont été recueillis lors dela totalité des sessions de conduite des motocyclistes. Les résultats montrent (1) la relative" pauvreté " des situations de formation pour l'apprentissage de la conduite moto, (2) ladécontextualisation de la formation au regard des exigences de la conduite réelle, (3) l'existence d'un" curriculum caché " après l'obtention du permis, (4) le poids des émotions associées à la conduitemoto et sa non prise en compte dans les contenus d'enseignement. En vue de développer uneformation plus riche au plan de l'apprentissage et en meilleure adéquation avec la conduite réelle,plusieurs pistes de conception sont proposées. Elles intègrent notamment la création de dispositifs deformation " hybrides " associant conduite réelle et simulée.
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Anderson, Ben. "Un-constraining the medium : design software systems to support situated action." Thesis, Loughborough University, 1998. https://dspace.lboro.ac.uk/2134/28324.
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This dissertation is concerned with Computer Supported Cooperative Work (CSCW) and in particular with ways in which insights from ethnomethodology can be melded into the design of CSCW systems—a relationship that has been labelled technomethodology. The dissertation outlines a number of possible ways in which system design can learn from ethnomethodology and concentrates on one particular aspect—namely that CSCW should look closely at its foundational assumptions and, if necessary, re-specify any concepts which appear problematic in their formulation.
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Clowes, Robert William. "Beyond situated action : a neo-Vygotskian theory of thinking and language internalisation." Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445614.
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Aupetit, Samuel. "Etude ergonomique de l'apprentissage de la conduite moto dans une perspective de prévention." Electronic Thesis or Diss., Orléans, 2010. http://www.theses.fr/2010ORLE2012.
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Cette thèse porte sur la conduite moto et son apprentissage. Elle s’inscrit dans un effort d’analysescientifique des comportements des motocyclistes novices, population particulièrement exposée entermes d’accidentologie routière. L’objectif de la thèse est d’étudier l’activité de motards en situationd’apprentissage, en formation initiale et durant les premières expériences de conduite après le permis,dans une perspective ergonomique d’amélioration des formations. L’étude a été menée avec lacollaboration de 16 élèves motards dans une approche « d’anthropologie cognitive située »(Theureau, 2004). Des enregistrements audiovisuels du comportement (390 heures), des données surla cinématique du véhicule enregistrées à l'aide d'une motocyclette instrumentée en capteurs (140heures), et des verbalisations en entretien d’auto confrontation (110 heures) ont été recueillis lors dela totalité des sessions de conduite des motocyclistes. Les résultats montrent (1) la relative« pauvreté » des situations de formation pour l’apprentissage de la conduite moto, (2) ladécontextualisation de la formation au regard des exigences de la conduite réelle, (3) l’existence d’un« curriculum caché » après l’obtention du permis, (4) le poids des émotions associées à la conduitemoto et sa non prise en compte dans les contenus d’enseignement. En vue de développer uneformation plus riche au plan de l'apprentissage et en meilleure adéquation avec la conduite réelle,plusieurs pistes de conception sont proposées. Elles intègrent notamment la création de dispositifs deformation « hybrides » associant conduite réelle et simulée<br>This PhD dissertation relates to motorcycle riding and its learning. It contributes to a scientific effort ofunderstanding the behaviour of novice motorcyclists, particularly vulnerable road users. The aim ofthis work is to study the activity of motorcyclists during the learning process, in initial training inmotorcycle school and after licensing, and to propose ergonomic improvements of training systems.This investigation was conducted with 16 riders in a “situated cognitive anthropology” approach(Theureau, 2004). Audiovisual recordings of riders’ behaviour (390 hours), cinematic data of thevehicle from an instrumented motorbike (140 hours), and verbalisations in self-confrontation interviews(110 hours) have been collected for all the riders’ sessions. The results show (1) the limits of existingtraining settings for learning, (2) the gap between training situations and real traffic settings, (3) thesignificant part of learning which is done after licensing in a “hidden curriculum”, (4) the weight ofemotions associated with motorcycle riding and its learning. In order to develop training systems whichare more adapted to real world environment, several design perspectives are proposed. It includes thecreation of “hybrid” modules associating traditional training and riding simulation
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Stoner, Alexis Marino. "A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70885.
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Key to designing instruction for situated learning is ensuring the ability of learners to transfer acquired knowledge to a variety of situations. Common to models of instruction and frameworks for situated learning is the importance of including activities for promoting reflection within the design of the learning environment. However, these models currently do not include detailed support for reflective practice that will help instructional designers prepare learners to meet the demands of situated learning. One method to meet the demand of the ill-structured nature of situated learning and provide adaptability for instructional design is through reflection-in-action and mindfulness. The purpose of this study was to apply design and development research methodologies to develop a conceptual model of reflection that incorporates mindfulness to enhance reflection-in-action within a situated learning environment. This model illustrates the relationship of incorporating mindfulness to help learners increase and direct attention to the present moment in order to improve performance through reflection-in-action. Based on the results of the study, mindfulness and reflection strategies are incorporated before, during, and after the learning experience to enhance reflection-in-action.<br>Ph. D.
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Svensson, Henrik. "Embodied Cognition as Internal Simulation of Perception and Action: Towards a cognitive robotics." Thesis, University of Skövde, Department of Computer Science, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-739.
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<p>This dissertation discusses the view that embodied cognition is essentially internal simulation (or emulation) of perception and action, and that the same (neural) mechanisms are underlying both real and simulated perception and action. More specifically, it surveys evidence supporting the simulation view from different areas of cognitive science (neuroscience, perception, psychology, social cognition, theory of mind). This is integrated with related research in situated robotics and directions for future work on internal simulation of perception and action in robots are outlined. In sum, the ideas discussed here provide an alternative view of representation, which is opposed to the traditional correspondence notions of representation that presuppose objectivism and functionalism. Moreover, this view is suggested as a viable route for situated robotics, which due to its rejection of traditional notions of representation so far has mostly dealt with more or less reactive behavior, to scale up to a cognitive robotics, and thus to further contribute to cognitive science and the understanding of higher-level cognition</p>
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Svensson, Henrik. "Notions of Embodiment in Cognitive Science." Thesis, University of Skövde, Department of Computer Science, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-588.
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<p>Cognitive science has traditionally viewed the mind as essentially disembodied, that is, the nature of mind and cognition is neither affected by the ¡Èsystem¡É it is implemented in nor affected by the environment that the system is situated in. But since the mid-1980s a new approach emerged in artificial intelligence that emphasized the importance of embodiment and situatedness and since then terms like embodied cognition, embodied intelligence have become more and more apparent in discussions of cognition. As embodied cognition has increased in interest so have the notions of embodiment and situatedness and they are not always compatible. This report has found that there are, at least, four notions of embodiment in the discussions of embodied cognition: software embodiment, physical embodiment, biological embodiment and human(oid) embodiment.</p>
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Beaton, Robert John. "On Digital Drumming: Collaborative, Dyadic, Co-Located, Coordinated Interaction." Thesis, Virginia Tech, 2012. http://hdl.handle.net/10919/32890.
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The use of digital technology can be seen in many aspects of daily lives. Once a symbol of business and the corporate world, digital devices such as computers and cell phones are now common artifacts to adults and children alike. While these devices become more practical and common, questions of their impact on behavior and interactions begin to arise. Digital Drumming is a series of three experiments that examined the impact of known computer participation as a partner in a dyadic creative, experience-driven task. The subjective processes associated with the task of rhythmic music production by inexperienced and experienced participants working collaboratively either with a human or computer partner to produce complex poly-rhythm sounds were investigated. Specifically, the research question asked is: How do inexperienced versus experienced drummers solve problems of what to produce when they have a human partner, versus a computer partner? This is a problem of coop- eration, synchronization, and microcoordination(Lee, Tatar, & Harrison, 2010). Data was collected through self-reported questionnaires and audio transcriptions of the actual sessions. Behavioral data and subjective experience responses suggested that participants viewed a computerâ s role differently depending on their experience level. Participants demonstrated a propensity to simultaneous interaction, often sharing a common tempo with variable rhyth- mic patterns. The importance of partner, as well as the perception of leader were influenced by the partner type, and the experience level of the participant. This work identifies differ- ent perceptions and expectations that humans of varying prior experience levels have when interacting with and responding to technology, and suggests deeper investigation into how people view technology in creative activities.<br>Master of Science
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Afoutni, Zoubida. "Un modèle multi-agents pour la représentation de l'action située basé sur l'affordance et la stigmergie." Thesis, La Réunion, 2015. http://www.theses.fr/2015LARE0027/document.
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La modélisation et la simulation des systèmes complexes constitue une solution idéal pour comprendre ces systèmes. En effet, l'expérimentation virtuelle permet, par rapport à l'expérimentation réelle dans le champ d'étude considéré, d'apporter des réponses plus rapides aux questions posées sur ces systèmes, ce qui donne la possibilité de proposer des solutions en un temps adapté au contexte réel. Ce travail traite la question de la représentation de l'action humaine en prenant en compte sa dimension temporelle et spatiale aux échelles individuelle et collective. Cette question a déjà été traitée dans le domaine de l'intelligence artificielle, en général, et celui des systèmes agricoles, en particulier, qui constitue le domaine d'application de cette thèse. Les modèles proposés jusqu'à présent se basaient principalement sur la théorie de l'action planifiée en ne prenant en compte que la dimension temporelle de l'action. Les limites majeures de ces modèles résident dans leur complexité dans la mesure où il est difficile de pouvoir prédire l'ensemble des changements futurs dans l'environnement de l'acteur. Cela conduit à la nécessité de re-planifier fréquemment les actions afin d'obtenir des résultats cohérents. La deuxième limite réside dans l'écart qu'il peut y avoir entre les résultats des actions simulées et la réalité observée. En effet, un acteur ne réalise pas systématiquement les actions qu'il prévoit selon les situations réelles dans lesquelles il se trouve. Afin de pallier aux limites des modèles de l'action planifiée, nous avons développé un modèle de l'action humaine qui se base sur la théorie de l'action située. L'action est vue comme un processus doté d'une épaisseur temporelle émergent des situations créées par l'interaction entre l'acteur et son environnement dans le temps et dans l'espace. Notre modèle combine le concept d'affordance, le concept de stigmergie ainsi que la notion d'émergence. Nous proposons donc un système multi-agents dans lequel l'espace est explicitement représenté et partitionné en un ensemble de places. Le pilotage de chaque place est attribué à un agent abstrait. Celui-ci représente un observateur capable de détecter à tout instant les affordances émergentes sur sa place ainsi que de déclencher l'action appropriée. Les acteurs sont représentés comme des entités de l'environnement au même titre que les objets passifs. Ces entités de l'environnement portent un ensemble d'informations sur leurs capacités à exécuter ou subir des actions. Ces informations permettent aux agents, grâce aux méta-connaissances qu'ils détiennent de détecter les affordances. Celles-ci, une fois détectées, sont réifiées dans l'environnement et utilisées par les agents grâce à un mécanisme de sélection d'actions pour déterminer l'action qui sera finalement exécuter. La coordination des actions au niveau collectif se fait par stigmergie : les agents communiquent de façon implicite en utilisant un ensemble de marques qui sont une métaphore des phéromones des colonies de fourmis. Afin de montrer la pertinence du modèle proposé, un prototype appliqué au domaine des systèmes de production agricoles a été implémenté en utilisant la plateforme AnyLogic<br>Simulation modelling of complex systems nowadays is an ideal solution to get a good understanding of these systems. In effect, compared with real experiments in the field of studies considered, virtual experiments allow one to quickly answer questions about these systems and provide solutions within a delay well adapted to their actual context. This thesis deals with the issue of human action representation, accounting with its temporal and spatial dimensions at individual and collective levels. This question has already been addressed in the field of Artificial intelligence in general and in the one of Agricultural systems in particular, the latter being the application domain of this thesis. The models proposed to date were mainly based upon the theory of planned action, explicitly accounting with the temporal dimension of action only. The main limits of these models lie in their complexity, because the ability to predict all future changes in actors' behaviors is far too difficult. This difficulty leads to the need of frequently re-planning the course of actions in order to get consistent results. The second drawback lies in the discrepancy that may arise between the results of simulated actions and actual observations. In effect, real actors do not realize systematically the actions they forecast according to the situations they actually encounter. In order to overcome the limits of planning models, we developed a model of human action based on the theory of situated action. Action is there viewed as a process endowed with a temporal thickness and emerging from the situations created by the interaction, through time and space, between the actor and its environment. Our model combines the concepts of affordance and stigmergy as well as the notion of emergence. Therefore we propose a multi-agents system within which space is explicitly represented and partitioned into a set of “places”. The control of each place is left to an abstract agent standing for an observer capable of detecting the affordances occurring on its place and trigger appropriate actions. Actors as well as passive objects are represented as “environmental entities”. These entities carry information about their capacity of performing or undergoing actions. This information allows the agents to detect affordances thanks to the meta-knowledge they hold. Once detected, these affordances are reified in the environment to be used to determine the action that will eventually be executed. Coordination of actions, at the collective level, is performed through stigmergy: the agents communicate implicitly between them using a set of marks as a metaphor of pheromons in ant colonies. To prove the relevance of the proposed model, a software prototype, applied to the domain of agricultural production systems, has been implemented with the simulation platform AnyLogic
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Marty, Stéphanie. "Communication et processus décisionnel : le choix du film des jeunes publics au cinéma." Thesis, Toulouse 2, 2014. http://www.theses.fr/2014TOU20045/document.
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Le cinéma est, depuis sa création, au centre des débats qui animent les sociétés. Il attise la curiosité et l’intérêt d’une multitude d’individus : des publics, des critiques, des acteurs économiques, des professionnels, des chercheurs… Ces derniers s’intéressent aux publics, à leurs pratiques, et y consacrent de nombreux travaux. Pourtant, malgré le volume foisonnant de publications, une question reste entière : comment les publics choisissent-ils leur film au cinéma ? L’approche des publics reste parcellaire et le choix du film reste inexploré, alors qu’il préoccupe un ensemble d’acteurs, qui multiplient les initiatives pour intervenir dans ce choix, l’équiper ou l’orienter. La présente recherche entend remédier à ce paradoxe, en cherchant à mettre au jour les logiques sous-jacentes du processus de choix du film mené par les jeunes publics au cinéma. Ancrée dans une démarche exploratoire et compréhensive, elle envisage ce choix dans une perspective communicationnelle, qui prend en compte sa complexité et l’étudie de manière globale et transversale. Nous appréhendons le choix en train de se faire, au cinéma ; cette perspective permet de porter un regard distancié sur les théories dominantes mobilisées sur le cinéma et sur la décision, notamment en Sciences de l'Information et de la Communication. Elle nous permet de comprendre combien le choix du film des publics est une action située, qui dépend du contexte et des circonstances du moment. En outre, en articulant le théorique et l’empirique, et en donnant la part belle à une triangulation de données, notre démarche délivre des clefs pour comprendre les processus de choix en particulier, et les processus décisionnels en général<br>Since its creation, cinema is at the heart of discussions within societies. It arouses curiosity and attracts interest from many: publics, critics, professionals, main economic actors, researchers… While these latter have contributed to a huge amount of works based on cinema’s audiences and practices, only one question remains: How cinema audiences make their film selection? Although many actors and initiatives are developed to help, support, advice and orient the audiences, the approach and the decision-making process of a movie remain misunderstood and unexplored. This research aims to remedy to this contradiction, by highlighting the underlying motivations present in the decision-making process of the young cinema audience. Anchored in a both exploratory and comprehensive process-based approach, this research conceives this process in a communicational perspective by taking in account its complexity, and by analyzing it globally and transversally. We study the “on-going decision-making process” – the decision “as practice” - made inside the cinema. This perspective allows having a look distant from the dominants theories. Furthermore, by articulating theoretical and empirical points of view, and by giving special attention to the triangulation of data, our approach delivers keys to rightfully understand the decision-making process in general and in particular
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Rodrigues, Danilo Gonçalves. "Aprendendo a ser autor da ação empreendedora: narrativas compartilhadas e situadas no alto sertão paraibano." Universidade Federal da Paraíba, 2017. http://tede.biblioteca.ufpb.br:8080/handle/tede/9372.
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Previous issue date: 2017-02-22<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This study has as main objective to understand the situated learning process of entrepreneurs of the city of Cajazeiras (PB) as authors of their entrepreneurial action. Thus, we tried to describe the shared narratives of the personal and professional trajectories of entrepreneurs of the city of Cajazeiras (PB); identify the constituent elements of entrepreneurial action; characterize the situated learning of the entrepreneurs; and outline the development of the authorship of entrepreneurial action. The research is based on the theoretical knowledge (a) of the entrepreneurial action as an individual and relational agency, rooted in a social context; (b) situational, contextual and relational entrepreneurial learning; And (c) entrepreneurial authorship developed through interactive and reflective relationships, and responsible for the cooperative creation of a socially recognized identity. Narrative was the main research strategy used. Eleven individuals were interviewed, besides the entrepreneur, who are part of the personal and professional network of this subject. The results reveal the entrepreneurial authorship as a competence based on the situated action, learning and narrative of the entrepreneurs. This authorship is built through the contextual, professional and personal immersion of the entrepreneur in the mileu in which it is situated. This mileu is infused with individual and collective meanings and actions that will be (re) built throughout the life of the entrepreneur through his living together with family, friends, business partners, employees, the community in general, and especially with mentors. To facilitate comprehension, the analysis was performed in a way to interpret each objective at a time. Thus, one perceives the life narrative of an author-entrepreneur marked by the shared understanding of his own self, of the critical events and the contextualization of these moments; The entrepreneurial action as being formed by collective actions of diverse social institutions and agents, the feeling and situation of rooting and the own entrepreneurial agency; Entrepreneurial learning as marked by personal situated theories, by cultural participation, relational and interactive learning, professional and sectoral immersion, by doing and reflecting and by the recognition of error; And, entrepreneurial authorship as a competence constituted of collective construction, maturity, protagonism and authorial identity. With this, entrepreneurial authorship is understood as being developed throughout the life of the entrepreneur by the learning situated and exercised daily by his entrepreneurial action.<br>Este estudo tem como objetivo compreender o processo de aprendizagem situada de um empresário da cidade de Cajazeiras (PB) enquanto autor de sua ação empreendedora. Assim, buscou-se descrever as narrativas compartilhadas das trajetórias pessoais e profissionais de um empreendedor da cidade de Cajazeiras- PB; identificar os elementos constitutivos da ação empreendedora; caracterizar a aprendizagem empreendedora situada; e delinear o desenvolvimento da autoria da ação empreendedora. A pesquisa está embasada sobre os conhecimentos teóricos (a) da ação empreendedora enquanto agência individual e relacional, enraizada em um contexto social; (b) a aprendizagem empreendedora situada, contextual e relacional; e (c) da autoria empreendedora desenvolvida por meio dos relacionamentos interativos e reflexivos e, responsável pela criação cooperada de uma identidade socialmente reconhecida. A Narrativa foi a principal estratégia de pesquisa utilizada. Foram entrevistados, além do empreendedor, onze indivíduos que fazem parte da rede pessoal e profissional desse sujeito. Os resultados revelam a autoria empreendedora como uma competência fundamentada na ação, na aprendizagem e na narrativa situada dos empreendedores. Essa autoria é construída por meio da imersão contextual, profissional e pessoal do empreendedor no meio em que está situado. Este meio é infundido de significados e ações individuais e coletivas que vão se (re) construindo durante toda a vida do empreendedor por meio de sua convivência com a família, amigos, parceiros de negócio, funcionários, comunidade em geral e, principalmente, com mentores. Para facilitar a compreensão, a análise foi realizada de acordo com os objetivos específicos da pesquisa. Assim, percebe-se a narrativa de vida de um autor-empreendedor marcada pela compreensão compartilhada do si próprio, dos eventos críticos e da contextualização desses momentos; a ação empreendedora como sendo formada por ações coletivas de diversas instituições sociais e agentes, do sentimento e situação de enraizamento e da própria agência empreendedora; a aprendizagem empreendedora situada como marcada pelas teorias pessoais situadas, pela participação contextual, aprendizagem relacional e interativa, imersão profissional e setorial, pelo fazer e refletir e pelo reconhecimento do erro; e, a autoria empreendedora como sendo uma competência constituída da construção coletiva, da maturidade, do protagonismo e da identidade autoral. Com isso, compreende-se a autoria empreendedora como sendo desenvolvida durante toda a vida do empreendedor pela aprendizagem situada e exercida diariamente pela sua ação empreendedora.
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Sitte, De Longueval Oriane. "Composer avec les violences des clients en situations : le cas des employés de service SNCF-Transilien." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLED077.
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Les violences des clients à l’endroit des employés de service sont nombreuses, multiformes et systématiques. Pour autant, en sciences de gestion, elles restent peu étudiées et sont encore plus rarement explorées de façon compréhensive. Une conception dominante consiste à les envisager comme des évènements, à les distinguer selon leur nature verbale ou physique, à recueillir les actes des employés pour y faire face ou à identifier les variables de conception et d’état qui régissent le phénomène. En contrepoint, cette thèse propose d’explorer la violence des clients à partir de l’écologie de ses situations et du point de vue des employés de service. A cet effet, elle emprunte au courant de l’action située pour construire un cadre conceptuel à même de rendre compte et d’articuler les expériences situées, les actions en place et les environnements organisationnels mis en scène, des employés de service en situations violentes. Une étude de cas unique est réalisée à partir de quarante entretiens, de six participations observantes, de seize observations participantes, et de documents internes et externes. Elle permet de mettre au jour l’index typifié et hiérarchisé des six expériences violentes vécues par les employés, de préciser le processus de cadrage des situations qu’ils mobilisent, et de pointer des écarts de perception selon leur idéal professionnel. A chacune de ces expériences types sont articulés les protocoles d’action correspondant, pour un total de trente-huit actions identifiées. Enfin, l’influence de quatre dimensions de l’environnement organisationnel sur les situations violentes sont présentées dans leur ambivalence vis-à-vis du phénomène<br>Service workers are subjected to many, multifaceted and systematic types of violence from their clients. However, violence has been scarcely investigated in the management field. Comprehensive studies, in particular, are missing. The mainstream approach to violence conceptualises it as events, which are verbal or physical by nature. It aims to investigate the workers’ actions to cope with those events or to identify the variables determining this phenomenon. By contrast, this doctoral work explores clients’ violence by looking at the ecology of those situations and approaching them from the service workers’ viewpoint. Therefore, this thesis relies on the stream of situated action to create a conceptual framework enabling to illustrate and articulate situated experiences, actions and organizational environments involved in situations of violence experienced by service workers. This work uses a single case study as a research strategy. It relies on forty interviews, six observant participations, sixteen participant observations and internal and external documentation. First, this case study revises the typified and prioritised index of experiences of violence experienced by employees. It also defines the framing process of situations employees use and sheds light on the perception gap according to their professional ideal. Then, each type of experience is articulated with corresponding action protocols, resulting in thirty-eight identified actions. Finally, this thesis introduces the ambivalent influence of the organisational environment’s four dimensions on violent situations
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Rodríguez, Alba [Verfasser], and Pia [Akademischer Betreuer] Knoeferle. "The influence of prior visual gender and action cues versus long-term knowledge in (situated) language processing / Alba Rodríguez ; Betreuer: Pia Knoeferle." Bielefeld : Universitätsbibliothek Bielefeld, 2018. http://d-nb.info/1160672563/34.
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Westlund, Vilmer. "Ljud, bild och provokation : medieteknikerns medvetna påverkan." Thesis, Blekinge Tekniska Högskola, Institutionen för teknik och estetik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-15203.
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ABSTRAKT Detta kandidatarbete består av en enda frågeställning som undersöks med stöd av relevant forskning och författarens egen prövande gestaltning. De begrepp som fokuseras på i detta arbete är situerad kunskap och intra-aktion, men även ett antal andra relevanta medietekniska begrepp tas upp. Arbetet ämnar undersöka provokationer när det gäller ljud och bild som står i kontrast till varandra samt hur begreppen intra-aktion och situerad kunskap kan hjälpa medietekniker att medvetet påverka människors upplevelse av konstinstallationer. I detta kandidatarbete så har fyra installationer designats och producerats samt att experiment utförts på ett antal testpersoner. Installationerna i detta kandidatarbete är skapade med Logic Pro X (Apple Inc 2017) och visades för testpersonerna med hjälp av en skärm och tillhörande ljud genom ett par hörlurar. Nyckelord: Intra-aktion, Situerad Kunskap, Provokation<br>ABSTRACT This bachelor thesis consists of a single research question that is examined with the support of relevant research and the author's own tentative interpretation. The concepts that are focused on in this bachelor thesis are situated knowledge and intra-action, but also a number of other relevant media technical concepts are addressed. The goal is to investigate provocations in terms of sound and image that stand in contrast to each other and how the concepts of intra-action and situated knowledge can help media technicians to consciously influence people's experience of art installations. In this bachelor thesis, four installations have been designed and produced, and experiments have been performed on a number of test subjects. The installations in this bachelor thesis were created with Logic Pro X (Apple Inc 2017) and were shown to the test subjects using a screen and associated audio through a pair of headphones Keywords: Intra-action, Situated Knowledge, Provocation
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Decker, Nathaniel K. "Choice, Management, & Modification: Situational Context in Risky Choice." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4026.
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We sought to examine the potential differences between different types of risky decisions. While some decisions are easily represented as choices between future alternatives, other decisions may be better represented as the management of a personally owned situation. Schneider (2003) created the risk management task, which manifested these situated improvement decisions, and identified a unique pattern of risk preferences when compared to the standard gambling paradigm. To determine what cognitive processes might be differentially activated for each type of decisions so as to yield these risk preference differences, we incrementally manipulated the gambling paradigm to parse potentially influential elements of situational context from both risky choice and risk management. The elements of context found to be influential were (a) making an improvement of your situation rather than a choice within your situation, (b) integrating information into a more compact display, and (c) limiting the visual salience of consequence information. The implications of these results as they relate to current formal models of decision making and subsequent investigations of decision context are addressed. Future directions using a similar appreciation of individual perceptual and cognitive processes when studying decision making are also discussed.
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Kulavuz-Onal, Derya. "English Language Teachers' Learning to Teach with Technology through Participation in an Online Community of Practice: A Netnography of Webheads in Action." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4713.
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The emergence of online learning environments and advances in web-based technologies enable teachers to interact and exchange ideas and experiences in online communities. However, these rapid technological advances also cause such online communities to disband quickly, before they have the opportunity to evolve into a community of practice, in which a group of teachers build a shared history, a shared repertoire of resources and activities, and mutually engage in collaborative professional development, over time. Moreover, rapid advances in technology necessitate on-going collaboration among teachers so that they develop meaningful technology integration practice. While such collaborations have taken place in face-to-face settings, how this might be achieved through participation in an online teacher community of practice has been under-researched. Therefore, the present study examines one long-standing, globally-distributed, online community of practice created by English language teachers, called "Webheads in Action", whose shared domain of interest centers on exploring the pedagogical uses of web-based technologies in English language teaching.
The study employs netnography, or online ethnography, in which the researcher collects data through participant observation, interviews, and archiving, all of which is conducted completely online. The aim of this study was to understand the broader culture of learning, collaboration, and mentoring in this online language teacher community by exploring and analyzing its shared repertoire of resources, and activities; ways members engage in the collective development of this technology integration practice; and the role of participation in such an online community of practice on developing language teachers' technological pedagogical content knowledge when designing instruction.
The data for this study comes from various sources of data collected through online participant observation in this community's activities over a year, reflective observational fieldnotes, online interviews, and archived data. Throughout my online fieldwork, I participated in this online community's activities both synchronously and asynchronously. At the same time, I took reflective observational fieldnotes of my participation and observations during these activities, as well as community's spaces and email communications. As for archival data, I archived the email communication that occurred during my time in the field, as well as screenshots of the community spaces and platforms. I conducted in-depth interviews with four key people in this community in order to better understand the organization and background of this community and its activities, and interviewed five individual members in order to learn about their stories with and as Webheads.
Through qualitative data analysis procedures, namely coding, categorizing and finding themes, the study provides a rich and thick description as well as an analysis of this community and its culture in the light of my experiences and observations, as well as the experiences of others. The study reveals insights as to the culture of teacher learning in an online community of practice and the mediation of technological pedagogical content knowledge in online communities of practice.
Limitations of the study and suggestions for future research are also presented, as well as an in-depth discussion of how ethnographic fieldwork practices are adapted in netnography with online communities of practice.
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Gattolin, André. "L'acte canularesque médiatique : dispositifs, procédés et enjeux communicationnels (Europe et Amérique du Nord, 2004-2008)." Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030056/document.
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Cette thèse porte sur la recrudescence notable depuis une décennie de certains phénomènes singuliers de mystification mettant en jeu des dispositifs communicationnels assez élaborés, connus sous l’appellation de canulars médiatiques. Apparu au XVIIIe siècle et en filiation étroite avec certaines pratiques populaires plus anciennes, l’acte canularesque associé à l’usage des médias engage la mise en œuvre de procédés audacieux qui, au fil du temps et de l’émergence de nouveaux moyens de communication, n’ont cessé de se sophistiquer.L'analyse d'un corpus de neuf canulars ayant recueilli d'un fort retentissement médiatique au cours de la période 2004-2008 souligne l’importance du jeu des interactions qui s’établissent entre l’auteur, sa cible et le public exposé.Elle témoigne également de la forte incidence du contexte sur la réussite de l’acte. Les transformations profondes qui traversent actuellement la société à l’échelle internationale, ainsi que les importants bouleversements qui modifient et parfois fragilisent le monde de l’information, représentent à l’évidence un terrain propice à la multiplication des canulars médiatiques. Entre la précarisation des conditions d’exercice du journalisme, la concurrence effrénée qui affecte les médias, l’attrait grandissant pour les fictions se donnant pour vraies et la recherche permanente de l’inédit et du spectaculaire, les fausses nouvelles et autres mystifications malicieuses trouvent toute raison de proliférer.La tournure très transgressive prise par les canulars médiatiques au cours de ces dernières années a conduit récemment à la mise en place de législations plus coercitives et entraîné de la part de leurs victimes des mesures de rétorsion qui nous amènent, en dernière partie de cette thèse, à nous interroger sur le devenir incertain de l’objet et de sa pratique<br>This thesis deals with the issue of a decade-long rise in the number of particular phenomena of mystification that use very elaborate communication mechanisms : the media hoaxes. Appeared in the 18th century and closely linked to ancient and popular practices, the elaborate hoax, associate with media and new technologies, implements audacious processes that became increasingly sophisticated. The analysis of nine hoaxes cases that have benefited from a wide media echoe during the period 2004 to 2008 emphasizes the significance of interaction between the author, his target and the audience. It also testifies the context's high impact upon the success of the action. The profound transformations that go through worldwide societies and the upheavals that modify and often weaken the information world obviously represent a favourable ground for a multiplication of media hoaxes. From the erosion of conditions in journalism practices, the fiercecompetition which affects various media, the growing attraction for fictions as true, to the constant search for novelty and the spectacular, false information and other mischievous mystifications find every reason to proliferate.As the transgressive course taken by media hoaxes in recent years has led to a stringent legislation and the victims' retaliations, we question the uncertain future of this research topic as a practice in the final part of the thesis
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Gobbin, Renzo, and n/a. "The role of cultural fitness in user resistance to information technology tools." University of Canberra. Information Sciences, 1999. http://erl.canberra.edu.au./public/adt-AUC20050622.164552.
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Human interactions with Information Technology tools are reproducing organisational
cultural patterns in a process similar to the evolution of human tools and language. A multidisciplinary
research in tool-mediated activity, culture, language and cognition will examine
new concepts that can be important for the design of organisationally fit Information
Technology interface tools. By using qualitative and quantitative analysis together with the
fields of anthropology, philosophy, cognitive sciences and human computer interaction this
thesis shows that cultural fitness is an important variable that can determine in a substantial
degree the rejection or adoption of a tool in organisational environment. Qualitative and
quantitative data collected from organisational simulations at the Faculty of Information
Sciences and Engineering of the University of Canberra during the period 1995-1997 has
been used and analysed.
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Clark, Donald. "Merchant Marine Deck Officer Agency Through Performative Acts." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/72884.
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I bring together ethnographic interviews with deck officers, studies in actor-network theory, explicit and tacit knowledge theory, and performativity theory in this work. I prove that bridge technologies produce what are called mimeomorphic (repeatable with some variation) actions that contain no deck officer collective tacit knowledge. I argue that deck officer bridge watch situated actions are mostly polimorphic (actions can vary depending on social context), and these actions are in fact performatives (in an Austin sense) derived from a more oral than literate performance production process. These performatives constantly build the mariner's identity within the maritime deck officer community and their successful performatives give deck officers agency in the form of an oppositional view to deskilling. These same performative acts are the value of the mariner's experiential technological knowledge within the ship's bridge technology framework.<br>Ph. D.
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Martin, Laurence. "S'entraîner à expliquer une procédure instrumentale : ethnographie multisituée d'un projet filmique mené avec des aides à domicile engagées dans une formation en français langue étrangère." Thesis, Montpellier 3, 2020. http://www.theses.fr/2020MON30023.
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Cette recherche porte sur des activités fortement multimodales constituantes d’un projet vidéo mené en collaboration avec des aides à domicile, dans le contexte de la formation linguistique des adultes. Ces activités centrées sur l’explication de procédures sont réalisées dans diverses situations, faiblement ou fortement instrumentées (oral spontané en groupe, simulation, tournage face caméra) et participent au processus d’appropriation de la langue en plaçant l’apprenant dans un rôle d’expert. Des observations participantes, menées dans une approche ethnographique, soutenues par des enregistrements audiovisuels, ont permis de rassembler un corpus que nous avons organisé en deux collections principales. Nos analyses qui s’appuient sur ces données, s’intéressent à la dynamique des actions et des interactions situées et multisenrorielles (actions verbales, gestes, manipulation des objets, disposition des corps, déplacements), développées par les participantes dans ces situations. Elles interrogent les notions goffmaniennes de cadre, de position, d’engagement et de réitération. Cette approche écologique de l’activité humaine, assez récente en science du langage, met en évidence la multimodalité des ressources déployées lors de ces activités didactiques, ainsi que leur articulation à l’environnement dans sa dimension sociale et matérielle<br>This research examines highly multimodal activities constituting a video project conducted in collaboration with home helpers, in the context of adult language training. The activities under study focus on explaining procedures carried out in various situations, weakly or heavily instrumented (spontaneous group oral, simulation, camera-facing shooting) and participate in the process of appropriation of the foreign language by placing the learner in an expert role. Participant observations in an ethnographic approach, supported by audiovisual recordings of these activities, brought together a corpus that we organized into two main collections. They are based primarily on these data. They deal with the dynamics of multi-sensory, situated actions and interactions (verbal actions, gestures, object manipulations, body placements, movements), as they were developed by the participants. They also discuss the Goffmanian notions of framework, position, commitment and reiteration. This ecological approach to human activity, relatively recent in language science, highlights the multimodality of the resources deployed in those educational situations, and shows their connection with the environment in its social and material dimensions
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Carlsson, Magnus, and Mats Olsson. "Att be om hjälp utan att fråga." Thesis, Blekinge Tekniska Högskola, Institutionen för arbetsvetenskap och medieteknik, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-1463.
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This report is our Master thesis. Our work has taken place at a one-stop-shop in Sölvesborg during the spring of 2002. We have conducted ethnographical studies concerning the one-stop-shops frontdesk and telephone exchange. During these studies we became aware of some differences under which the daily work was to be carried out. When operating the switchboard the staff usually work alone and perform the tasks individually. At the frontdesk there's usually two or more people from the workforce. They carry out their work in the form of a network, where the colleagues support each other in what seemed to be seamless cooperative work. We closely studied the work being carried out by the staff at the frontdesk in order to gain a deeper understanding for their handling of cases in their daily work. How do the staff achieve this seamless cooperative work, and how are the cues that trigger the cooperative work being relayed? In this report we describe aspects of cooperative work and different mechanisms that affects cooperation. With the aid of concrete examples, we highlight how the staff in this environment, design their language and their actions. We argue that cooperative work is formed and coordinated with the aid of various artefacts. In the concrete worksituation there are cues being communicated that plays an important role in the success of the work being carried out. These cues often carry an invitation to cooperative work as we mean that they function as a way to ask the colleagues for assistance in the handling of a case, or reversed, function as to show that one is available and can assist the colleague. To understand these mechanisms of cooperative work, some general and others more specific to the workplace we have studied, is of great importance to the understanding of how cooperation is established. We highlight aspects of cooperation that are important and must be considered when designing new technology intended to support cooperative work. All names on individuals have been changed, to protect their true identity.
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Espinoza, Bueno José María. "Ubiquitous computer at school. Case study on tablet deployment project in elementary school «EduTablettes-86» – French." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/117773.
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This research is part of an exploratory study that focuses on the observation and analysis of the integration of the tablet in the classroom, and it takes part of the «EduTablettes-86» project (Poitiers, France). This study addresses the «pervasive computing» or «ubiquitous computing» as an approach that allows us to understand the direction of technology and its relation to the use of the tablet in the school, in addition, the theory of «situated action» is used as a reference and it makes possible to study the tablet in an application context, besides that, it includes the notion of communication «Human-Machine» to understand and to reflect on the interaction: teacher-student-tablet. We made use of the «ethnomethodology» as a method to understand the organization and structuring of a class session.<br>La investigación realizada se enmarca dentro de un estudio de carácter exploratorio que se centra en la observación y el análisis de la integración de la tablet en el aula escolar, y que forma parte del proyecto «EduTablettes-86» (Poitiers-Francia). Este trabajo aborda la «computación pervasiva» o «computación ubicua» como enfoque que permite entender la orientación de la tecnología y su relación con el uso de la tablet en el ámbito escolar; se emplea como referencia la teoría de la «acción situada» que hace posible el estudio de la tablet en su contexto de aplicación, e incorpora la noción de la comunicación «hombre-máquina» para comprender y reflexionar sobre la interacción: profesor-alumno-tablet. Se hizo uso de la «etnometodología» como método que permite entender la organización y estructuración de una sesión de clase.<br>A pesquisa é parte de um estudo exploratório que se concentra na observaçãoe análise da integração do tablet na sala de aula, e faz parte do projeto «EduTablettes-86» (Poitiers, França). Este trabalho aborda a «computação pervasiva» ou a «computação ubíqua» como uma abordagem que nos permite compreender o sentido da tecnologia e sua relação com o uso do tablet na escola, além disso, a «ação situada» é usada como a teoria de referência que faz que seja possível estudar o tablet no seu contexto de aplicação, e incluise a noção de comunicação «Homem-Máquina» para compreender e refletir sobre a interação: professor-aluno-tablet. Fizemos uso da «etnometodologia» como um método paracompreender a organização e estruturação de uma sessão de aula.
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Gonçalves, Juliana Machion. "Ação ergonômica e estratégias de operações: proposta de integração na prática." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/3444.
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Previous issue date: 2014-06-30<br>Financiadora de Estudos e Projetos<br>This research has, with main objective, the construction of activity ergonomics management model that is related operations strategies, developed from practical experience in the company with metal - mechanics production of white goods, involving a group of approximately 1.500 people and 400 workplaces, aimed at structuring an ergonomic action, based on the activity ergonomics, which it is aligned with the operations strategy and understanding the consequences (positive and negative) about ergonomics action, the perception of the operators and managers of the company, the relationship between health and work. The construction involved a participatory process the transformation of the working conditions and workplace conception. The theoretical-methodological approach has the assumptions of ergonomics work analysis and action research were used to construct the model based on the activity ergonomics of operations strategies related in order to emerge among all the actors involved greater understanding of the work, its determinants and constraints, as well as the instrument to represent the perceptions of the actors of this process and its contradictions. The demand started from high rates of removal by musculoskeletal disorders in the area of manufacturing company. The data were indicators that guided the certificates and clearances. Training, analysis / diagnosis and projects were the steps of action research. Relation about training, a ergonomics committee was formed with the performance of health professionals, process engineers and production supervisors. These actors were trained and helped to survey the descriptions of the task, the constraints involved, the rules and expected results and project items, so they would get to the point of view of activity and operations strategies, to further suggest recommendations necessary. Moreover, the process of analysis / diagnosis was developed from the ergonomics law (NR 17) with assumptions of ergonomic work analysis (AET). Finally, the stage was set designs from the results of a summary of the analysis / diagnosis. Every problem encountered was given a solution, aligning with operations strategies (organization of work, performance measures, process technologies, and human resources) through implementation of breaks, job rotation, procedure for development projects, order to modify the organization of work and technical and organizational design and in case devices, design of design processes and correction operations. From there, the team can count on financial support from the direction of the company and a specialized and skilled in analyzing work situations, innovative practices and active participation of the operator internal technical structure to generate credibility and consistency in actions that enhance and stimulate quality of work life.<br>Esta pesquisa tem como objetivo principal a construção de um modelo de gestão em ergonomia da atividade que esteja vinculado as estratégias de operações da empresa, desenvolvido a partir de uma experiência prática em uma empresa do setor mecânico de produção de produtos da linha branca, envolvendo um grupo de, aproximadamente, 1500 pessoas e 400 postos de trabalho, visando a estruturação de uma ação ergonômica, baseada na abordagem da ergonomia da atividade, que esteja alinhada com a estratégia de operações da empresa e a compreensão dos reflexos (positivos e negativos) da ação ergonômica, na percepção dos operadores e de gestores da empresa, na relação saúde e trabalho. A construção envolveu um processo participativo na transformação das condições de trabalho e de concepção dos postos de trabalho. Para caracterizar a abordagem teórico-metodológica, foram utilizados os pressupostos da análise ergonômica do trabalho e da pesquisa-ação, para estruturar e construir o modelo baseado na ergonomia da atividade vinculados as estratégias de operações, de forma a emergir junto aos atores envolvidos uma maior compreensão sobre o trabalho, seus condicionantes e determinantes, bem como o instrumento para representar as percepções dos atores desse processo e suas contradições. A demanda se iniciou a partir de altos índices de afastamento por problemas musculoesqueléticos na área de manufatura da empresa. Os indicadores que nortearam foram dados de atestados e afastamentos por CID M.65, M.75 e CID G56. Foram delimitadas as seguintes etapas da pesquisa-ação: capacitação, análise/diagnóstico e projetos. Em relação à capacitação, foi formado um comitê de ergonomia com a atuação de profissionais da saúde, engenheiros de processos e supervisores de produção, de forma que esses atores foram capacitados e contribuíram para o levantamento das descrições da tarefa, os constrangimentos envolvidos, as regras e resultados esperados e os itens de projetos, de modo que iriam chegar ao ponto de vista da atividade e estratégias de operações, para posteriormente sugerir recomendações necessárias. Além disso, o processo de análise/diagnóstico foi desenvolvido a partir do Manual da Norma Regulamentadora 17 (NR 17) com pressupostos da análise ergonômica do trabalho (AET). Por fim, a etapa de projetos foi definida a partir dos resultados de um resumo da análise/diagnóstico. A cada problema encontrado, foi dado uma solução, alinhando com estratégias de operações (organização do trabalho, medidas de desempenho, tecnologias de processo e recursos humanos) através de implementação de pausas, rodízio de postos de trabalho, procedimento para desenvolvimento de projetos, de forma a modificar a organização do trabalho e conceber dispositivos técnicos e organizacionais e no caso, o projeto dos processos de concepção e correção nas operações. A partir daí, a equipe pode contar com apoio financeiro da direção da empresa e de uma estrutura técnica interna especializada e capacitada em análise das situações de trabalho, práticas inovadoras e participação ativa do operador para gerar credibilidade e consistência nas ações que valorizem e estimulem a qualidade de vida no trabalho.
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Vors, Olivier. "L'activité collective en classe d'éducation physique dans les collèges ECLAIR : étude anthropologique des situations de travail par ateliers en gymnastique et contribution à la connaissance des interactions dans les milieux éducatifs "difficiles"." Phd thesis, Université Blaise Pascal - Clermont-Ferrand II, 2011. http://tel.archives-ouvertes.fr/tel-00800276.
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L'objectif de cette recherche était d'étudier l'activité collective dans les classes de collèges ÉCLAIR en EPS lors d'un dispositif de travail par ateliers en gymnastique avec des enseignants "réussissants". Dans ces classes, une des difficultés majeures pour les enseignants est la mise au travail durable des élèves. Au cours de la leçon, l'activité collective est particulièrement instable en raison d'une activité des élèves marquée par de nombreux décrochages, un refus de travailler, une agitation continue pouvant aller jusqu'à la violence. Toutefois, certains enseignants "réussissants" parviennent à faire travailler le collectif d'élèves de façon relativement durable au cours de la leçon. Cette recherche a donc analysé le travail collectif dans les classes avec ces enseignants pour identifier sa forme typique et comprendre les processus à partir desquels il se construisait. Elle a été conduite dans le cadre théorique et méthodologique du Cours d'action, permettant d'appréhender l'activité collective à partir d'une entrée par l'activité et le sens pour les acteurs. Les études de cas se sont déroulées dans des collèges ÉCLAIR de la banlieue lilloise, en EPS, lors de 27 leçons de gymnastique par ateliers. Sept enseignants "réussissants" et 37 élèves ont été filmés puis amenés à exprimer leur expérience vécue en classe lors d'entretiens d'autoconfrontation. L'activité collective a été renseignée à deux niveaux d'analyse autonomes et interdépendants : d'une part, celui de l'activité individuelle-sociale de l'enseignant et des élèves par croisement des matériaux relatifs à la description des comportements observés en classe et ceux relatifs aux verbatim d'entretien ; et d'autre part au niveau de la configuration de l'activité de la classe en repérant les points d'articulation entre l'activité de l'enseignant et celle des élèves et en identifiant la forme de l'activité collective qui en émerge. Les résultats montrent que malgré une constante agitation dans les ateliers de gymnastique, une activité collective de travail domine dans la classe sans qu'une perturbation majeure vienne rompre les leçons étudiées. Premièrement, l'analyse de l'activité individuelle-sociale a fait ressortir deux traits typiques : une forme bipolaire organisée par la dyade " travail - jeu " pour les élèves et par la dyade " instruction - contrôle " pour l'enseignant. Deuxièmement, la configuration d'activité collective en classe a une forme studieuse typique : elle repose sur des processus d'ostension et de masquage permettant l'articulation des activités de l'enseignant et des élèves dans la classe. Les conclusions de cette étude permettent de répondre à des visées épistémiques concernant la compréhension de l'activité collective et de sa construction, ainsi que des visées transformatives apportant des éclairages sur les pratiques d'apprentissage et d'enseignement dans les classes issues de milieux " difficiles ".
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Patrascu, Marcela. "L'expérience de la télévision sur le téléphone portable : pratiques émergentes en contexte de convergence multimédia." Phd thesis, Université Rennes 2, 2011. http://tel.archives-ouvertes.fr/tel-00769932.
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Dans cette recherche, les usages de la télévision sur le téléphone portable seront saisis dans leur rapport aux contextes et aux situations auxquels ils sont ajustés. Cela concerne donc la manière dont on consulte et visionne des contenus audiovisuels sur des téléphones mobiles dans l'espace public en relation avec l'environnement. De quelle façon lesusagers mobilisent-ils les affordances matérielles et sensibles de l'environnement ? L'entrée par une approche comparative entre la France et la Roumanie, nous permet d'inclure dans l'analyse la dimension anthropologique trop souvent occultée de ces usages : de quelles façons ces usages sont-ils façonnés par les conventions collectives ?La question de l'identité de la télévision sur le téléphone portable se pose sous l'angle des frottements et tissages aux autres médias. Au niveau des méthodes, le tournant de la " nouvelle communication " de l'Ecole de Palo Alto conjugué au tournant " pragmatiste " implique un déplacement d'angle d'analyse par rapport aux perspectives cognitivistes : seules lesmanifestations (visibles, audibles, etc.) peuvent être analysées et non pas les raisons, les motivations ou les pensées enfouies dans la " tête " des usagers. Les résultats de cette recherche comportent dans ce sens une propositionméthodologique susceptible d'enrichir les réflexions en SIC autour d'un renouvellement des approches des usages émergents dans le contexte des nouveaux médias
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Large, Anne-Claire. "Concevoir l'interaction avec des systèmes de drones militaires : une approche incarnée et située." Thesis, Montpellier 3, 2015. http://www.theses.fr/2015MON30090.
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Cette thèse s’inscrit dans une approche incarnée et située de la cognition humaine et de l’ergonomie des interfaces Homme-Machine (IHM). En rupture avec les théories computo-symboliques, cette approche considère que la cognition a pour seule vocation l’action dans le but de s’adapter au monde. Appliquée à l’ergonomie des IHM, elle met l’accent sur la perception, l’action et le contexte comme éléments clés de l’interaction Homme-Machine. Cette vision de l’ergonomie est ici mise au service de la conception de stations sol de drones militaires, sur lesquelles le manque de sollicitations perceptivo-motrices et le caractère isolé des opérateurs contribuent à une accidentologie symptomatique. L’objet de cette thèse est donc de montrer en quoi l’approche incarnée et située permet de guider une démarche ergonomique et, en particulier, la conception de deux stations sol de drones militaires développés par Airbus Defence and Space. Dans un premier temps, une analyse centrée sur les aspects moteurs, perceptifs et contextuels de l’activité des opérateurs de drones est réalisée. La seconde étape est dédiée à la définition d’une organisation matériel-logiciel standardisée pour tous types de drones. Cette organisation repose sur l’exploitation de processus perceptivo-moteurs, notamment au moyen du paradigme Stimulus-Response Compatibility (SRC). En troisième lieu, est présentée la conception matérielle et logicielle de deux stations sol de drones adaptées à leurs contextes respectifs d’utilisation. Des moyens de vérification (e.g. tests utilisateurs) sont mis en œuvre pour valider les solutions proposées. Les résultats obtenus montrent que la démarche adoptée permet d’améliorer significativement certains aspects de l’activité des opérateurs de drones, en particulier en termes de performances et de charge mentale. D’autre part, ces travaux soulignent l’intérêt de l’approche incarnée et située, et sa forte valeur applicative tant au sein de la démarche ergonomique que dans un cycle de conception industrielle<br>Cette thèse s’inscrit dans une approche incarnée et située de la cognition humaine et de l’ergonomie des interfaces Homme-Machine (IHM). En rupture avec les théories computo-symboliques, cette approche considère que la cognition a pour seule vocation l’action dans le but de s’adapter au monde. Appliquée à l’ergonomie des IHM, elle met l’accent sur la perception, l’action et le contexte comme éléments clés de l’interaction Homme-Machine. Cette vision de l’ergonomie est ici mise au service de la conception de stations sol de drones militaires, sur lesquelles le manque de sollicitations perceptivo-motrices et le caractère isolé des opérateurs contribuent à une accidentologie symptomatique. L’objet de cette thèse est donc de montrer en quoi l’approche incarnée et située permet de guider une démarche ergonomique et, en particulier, la conception de deux stations sol de drones militaires développés par Airbus Defence and Space. Dans un premier temps, une analyse centrée sur les aspects moteurs, perceptifs et contextuels de l’activité des opérateurs de drones est réalisée. La seconde étape est dédiée à la définition d’une organisation matériel-logiciel standardisée pour tous types de drones. Cette organisation repose sur l’exploitation de processus perceptivo-moteurs, notamment au moyen du paradigme Stimulus-Response Compatibility (SRC). En troisième lieu, est présentée la conception matérielle et logicielle de deux stations sol de drones adaptées à leurs contextes respectifs d’utilisation. Des moyens de vérification (e.g. tests utilisateurs) sont mis en œuvre pour valider les solutions proposées. Les résultats obtenus montrent que la démarche adoptée permet d’améliorer significativement certains aspects de l’activité des opérateurs de drones, en particulier en termes de performances et de charge mentale. D’autre part, ces travaux soulignent l’intérêt de l’approche incarnée et située, et sa forte valeur applicative tant au sein de la démarche ergonomique que dans un cycle de conception industrielle
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Enström, Ann. "Känsla för skådespelarkonst : mot en förståelse av tysta kunskaper och görandets fenomenologi." Doctoral thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-120380.
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The primary argument in this thesis is that the common assumption that an actor has emotion inside him- or herself which can be evoked and projected outwards is an outdated misconception. A proposition is made to replace this possessive acting model, which underpins the realist tradition and is based on the popularized aspects of Stanislavsky’s system for actor training, by a situational acting model. This new model is founded on the idea that emotion is something that actors “do”. Furthermore, a theory of this situational model is advanced where the actor is seen to perform emotion in an interplay with action in three different ways: in the world symbolically as an expression, of the world phenomenologically as in-sensing or out-sensing, and with the world as a becoming – which opens the actor up to greater forces of nature and society. The material in this thesis has been focused on from both a contextualizing and a theoretic perspective. The contextualizing perspective places the actor’s doing of emotions in a historical context. The theoretic aspect concentrates on how performing emotions is realized in practice, and it proceeds from an analysis of two contemporary Swedish examples: the actresses Lena Endre in the role of Lady Macbeth at the Royal Dramatic Theatre in Stockholm in a production of William Shakespeare’s Macbeth from 2006, and Mia Skäringer in her stage show Horny as Hell and Really Holy from 2010. In exploring this material, a combination of Paul Ricoeur’s “hermeneutics of suspicion” and Paul Stoller’s ”sensuous scholarship” is applied. A synthetic theoretical approach is employed that is set on a phenomenological foundation in combination with theories of emotion and affect as well as gender theory and theatre theory. The discussion is informed by Michael Polanyi to gain an understanding of tacit knowledge and the role of kinesthesia; by Simone de Beauvoir to establish a perspective on the body as a situation; by Sara Ahmed to see the potential for a cultural politics of emotion and a queer view of intentionality; and by Maurice Merleau-Ponty to propose a way of looking at the human being as being of the world as opposed to in the world. Interpretations of a few of Gilles Deleuze’s and Félix Guattari’s concepts such as rhizome, becoming, and body without organs, are added to this list in order to provide a background for what the third way of doing emotion is about.
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Forsberg, Anette. "Kamp för bygden : En etnologisk studie av lokalt utvecklingsarbete." Doctoral thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-35318.
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When collective action for community is defined as local development or as a struggle for survival different understandings are in focus. Politically, this kind of community action is defined as local development and understood in terms of growth and economics. An economic approach to community action is also emphasised in the EU-programmes that support local development groups and projects. On the other hand local groups describe their activities as a struggle for community and community survival. Inspired by feministic research approaches and with an interest in human aspects and values this study investigates meanings of community action as experienced and expressed by rural inhabitants and activists. The study is based on fieldwork that was carried out in a small rural community in the northern inlands of Sweden: Trehörningsjö. Since the middle of the 1990s, the women in Trehörningsjö have driven collective action to uphold the community. With its point of departure in the community and expanding into the arenas of reserach and politics, the study takes on the form of a reflexive research process in which the researcher's former knowledge and new understandings are made visible and discussed parallel with the interpretations made. The main focus of the study is the activist's demand of voice, visibility and worth. The first chapter presents the local community and provides a background to the study. The chapter includes an account of the reflexive approach that widened the field of research from a local to a translocal study of community action. In chapters two, three, four and five the struggle for community is reflected through fieldwork experiences in Trehörningsjö and other arenas beyond the village. Situated events and instances of collective action such as the fight for the local health care centre, are analysed as symbolic expressions of community values and rural importance. From chapter two and onwards, the study follows the footsteps of the leading female activist in and beyond the community itself; that is, the day-to-day work, meetings, conferences and other places where community action is acted out. The struggle for community is proven to focus on translocal rather than local action. In chapter six the fieldwork experiences - that tell about resistance and a struggle for community values and perspectives - are placed in the wider context of the rural development movement, local development research and governmental rural policy in Sweden. On all these arenas community action tend to be interpreted as local development in line with a growth perspective, rather than as community protests and struggles that expresses other meanings. Chapter seven takes the analyses and discussion further, and relates community struggle to concepts such as civil society and social economy. Anthony Giddens concept of life politics and Alberto Meluccis concept of collective action are used to deepen the analysis on how humane meanings and relation based aspects of community action are made invisible on the political "growht and development" agenda. Community struggle presents a possibility for rural inhabitants to (re)define and reclaim their community and themselves as important and valuable. However, to be able to understand what the concept of community struggle expresses, and demands, it needs to be acknowledged as a form of action that has the potential to challenge established bureaucratic and political defintions, which, in practice, proves to be difficult.
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Näslund, Rebecka. "“The World at Your Fingertips if You Know the Computer”: Agency, Information and Communication Technologies and Disability." Doctoral thesis, Luleå tekniska universitet, Arbetsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-60909.
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This thesis focuses on the relationships between agency, Information and Communication Technologies (ICT) and people with disability (in various ages). The aim has been to create an understanding by describing and analysing, and as such, to develop knowledge of how people with disabilities experience agency, ICT, and disability in their everyday lives. The frame of reference is inspired by disability studies, feminist studies and science and technologies studies (STS). The empirical material was collected in, Norrbotten (Sweden’s northernmost region) and Muscat (the capital area of the Sultanate of Oman) by an autobiographical account, audio-visual material, drawings, interviews, observations, and reading of textual documents. The thesis consists of six papers. The main findings outline that agency, ICT, disability, and gender are part of intra-actions between material entities (such as bodies, technologies, etc.) and practices. The thesis also explores that disability in Sweden and Oman are understood in a variety of ways. Additionally, it presents that the combination of the notions of interference with situated knowledges can contribute with alternative methodological insights about the interference of disability, gender, ICT, the participants’ and researchers’ experiences and understandings to make accountable knowledge claims. Moreover, the thesis presents that material entities (bodies and technologies) and practices are part of different modes of ordering disability which bear effects on the lives of people with disabilities. It additionally disentangles that materialities such as the Internet intra-act with other material entities (for instance, bodies) and practices which enact various forms of agency which bear effects on the everyday lives of people with disability and their ways to participate. Finally, the thesis outlines some implications that an intra-acting understanding of the use of Internet can contribute with in research which focuses on disability, participation, and agency.
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Faye, Abdoulaye. "Analyse de l'expérience en classe d'élèves en difficulté d'apprentissage scolaire." Thesis, Toulouse 2, 2019. http://www.theses.fr/2019TOU20085.
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Cette recherche porte sur un sujet se situant au cœur des enjeux de formation et d’éducation. Il traite de la difficulté d’apprentissage scolaire et plus particulièrement des élèves qui en font l’objet. Son originalité réside dans l’approche pour comprendre ce qui se joue au sein des situations d’apprentissage pour ces élèves. En effet, l’étude s’appuie sur leur témoignage afin de documenter leur expérience en classe et comprendre les logiques qui sont les leurs. Une telle démarche a permis de rappeler les lancinantes questions épistémologiques, éthiques et méthodologiques qu’engendre la recherche auprès de jeunes scolarisés en situation d’affaiblissement. La thèse conclut sur des éclairages inédits sur l’activité des élèves en difficulté d’apprentissage au sein de la classe. Les élèves suivis sont mobilisés dans le travail et font des efforts notables pour réussir les apprentissages. Pourtant, cette mobilisation leur offre peu de chances d’atteindre les compétences visées du fait des modalités de leur engagement dans la situation : focalisation sur des aspects marginaux des tâches, difficulté à maintenir une attention continue dans l’effort, prédominance des sensations désagréables en classe, dépendance sur autrui dans le travail, etc. En somme, ces élèves adoptent des comportements leur évitant, a minima, de ne pas être décrochés du cours mais ils restent en marge des apprentissages essentiels. Ces résultats rappellent que l’expérience de l’élève en classe n’est pas celle que s’imagine l’institution. Elle ressort des logiques qui sont propres à l’acteur et se détermine à travers sa manière de s’inscrire dans l’environnement<br>This study deals with the classroom experience of students with learning difficulties in high school. Its originality lies in the choice of giving voice to these teenagers to understand what their experience within learning situations is. During our study, we stumbled on the nagging epistemological, ethical and methodological questions related to doing a research with under-represented people. The thesis concludes with new insights on the classroom activity of children with learning difficulties. These students are mobilized for the work and they make noticeable efforts to succeed. However, this mobilization offers them little chance to achieve the targeted competencies mostly because of the way they engage into classroom activities. They tend to focus on marginal aspects of the tasks and they can hardly maintain a constant attention in the effort of answering questions. Moreover, they frequently experience unpleasant feelings during activities and tend to depend on others when they are put on task. In short, these students adopt behaviours that prevent them from being dropped out of the classroom activities, but they remain at the fringes of essential learning. These results remind us that the student’s experience in the classroom is not the one imagined by the institution. It emerges from the logics that are specific to the actor and is determined through their ways of entering the classroom environment
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Fleming, Eric Felton. "Situating Creativity: Developing a Non-Cartesian Approach to the Creative Process." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216542.
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Philosophy<br>Ph.D.<br>In this dissertation I argue that creativity should be understood as a situated and distributed process. As I develop my approach to understanding creativity over the course of this dissertation, three core claims emerge: 1) that the creative powers of particular agents are constituted within the concrete circumstances (both social and material) in which they are situated, 2) that the creative process itself unfolds across networks of associating actors, and 3) that these networks of associating actors include nonhumans of diverse sorts as active participants in the creative process. Understanding the creative process in this way distinguishes my approach from the ways in which creativity has traditionally been understood, which I argue are marked by a deep Cartesianism. This Cartesianism manifests itself in the way that creativity is predominantly studied and conceived of as a cognitive process that occurs within the minds of individuals. Because creativity is seen to occur within the minds of individuals, and because these minds are seen to function autonomously of their context, there is a resulting lack of attention to how the creative process is shaped by and extended out into the material and social environment. Furthermore, because creativity is understood to be solely a manifestation of human agency and human intentions, the active role of nonhumans in the creative process has not been taking into account. Drawing upon literature within feminist epistemology, cognitive science, science and technology studies, disability theory, and situated action theory, I argue that to better understand creativity, we must consider the creative process as it occurs within particular social and material environments, as it is distributed across diverse networks of actors, and as it is shaped in essential ways by nonhuman actors. It is only by considering creativity in its context, out in the world and in the interactions between things, that we can get an adequate understanding of the creative process.<br>Temple University--Theses
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Portenstein, Pamela Mae. "BREAKING BREAD, SHAPING UNDERSTANDING: THE ECO-FOOD COMMUNITY AS COGNITIVE SYSTEM." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/184.
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In this thesis I employ insights from Conversation Analysis and Embodied Cognition Theory to examine the discursive practices of a group of interactants who operate in what I describe as a group cognitive system. While studies on embodied cognition have been done on both individuals and groups involved in various concrete physical tasks and situated cognition studies have been done on many types of socially situated conversations, my aim is to combine these two theoretical frameworks to observe people’s embodied interactions in informal everyday conversation as they engage in ongoing learning processes. My research question revolves around understanding how the group’s shared cognition unfolds and how new paradigms of thought and purpose are generated in the process of their interactional practices. I employ Conversation Analysis methodology in the collection and analysis of data with attention on how learners interact with each other and their environment via verbal communication. In addition, I focus on non-verbal embodied actions as they function to form a cognitive system where new realities are mentally simulated and brought to materiality via information feedback loops.
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Eriksson, Susanne. "HR-partnerns spelrum i verksamheten : Om tillhörighet, omgivning och krav på mätbarhet." Thesis, Södertörns högskola, Centrum för praktisk kunskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-33299.
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Ofta hämtas forskning inom Human Resource (HR) och Human Resource Management (HRM) från företagsekonomiska institutioner. Begreppsbildningen präglas av management och organisationsteori med fokus hur funktionen skapar det bästa värdet för organisationen. Här finns som jag ser det en lucka att fylla. Det här är en uppsats i den praktiska kunskapens teori. Med utgångspunkt i främst hermeneutiken samt Dreyfus och Dreyfus inlärningssteg undersöker jag HR-partnerns yrkeskunnande och jag problematiserar handlingsutrymmets betydelse för detta yrkeskunnande. Jag har genomfört fyra djupintervjuer med två HR-partners, en HR-chef och en chef som är kund hos HR-avdelningen. Uppsatsen visar att i den kommun jag undersökt och givit det fingerade namnet Ärlanda, inte främst är de formella strukturerna som avgör hur HR-partnern handlar. Ju bättre förvaltningens förväntningar stämmer överens med HR-funktionens uppdrag och den enskilda HR-medarbetarens samlade kunskap och erfarenhet, desto större blir handlingsutrymmet. Det leder till att HR partnern kan handla och arbeta förebyggande och långsiktigt. Risken som jag ser är att HR-funktionen i sin strävan att utgöra ett professionellt HR-stöd med standardiserade rutiner som underlättar för organisationens chefer även låser fast sin egen yrkesutövning vid enklare rutinartade arbetsuppgifter. På sikt riskeras att förmågan att handla klokt i den enskilda situationen gå förlorad.<br>It is common, that research in the area of Human Resource (HR) and Human Resource Management (HRM), is placed at schools of business and administration. The conceptualization is characterized by management and organization theory, focusing on how the function creates the best value for the organization. Here, as I see it, is a gap to fill. This essay, built on the theory of practical knowledge, is primarily based on hermeneutics and Dreyfus and Dreyfus's learning theory. I investigate the professional skills of the HR-partner and I problematize about the importance of the latitude of the HR partner's professional skills. I have conducted four deep interviewers with; two HR-partners, one HR-manager, and one manager who is the customer of the services of the HR-department. The essay shows that in the municipality I have investigated, which I have given the fictive name Ärlanda, it is not primarily the formal structures that determine how the HR-partner is acting. The latitude for the HR-partner to act and use all his or her work skills is dependent upon a consistency between the expectations of the business, the mission of the HR-department and the individual HR employee's experiences. This will give a space to act in prevention and work with issues at the long range term. Otherwise, as I see it, there is a risk in the endeavor of the HR-department to provide professional HR support with standardized procedures that ease the work of the managers in the organization. This risk is that the professional skills of the HR-partner get occupied by the routine assignments. In the long run, this will be at the expense of the ability to act wisely in the specific situation.
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Münster, Katja [Verfasser], Pia [Akademischer Betreuer] Knoeferle, and Stavros [Akademischer Betreuer] Skopeteas. "Effects of emotional facial expressions and depicted actions on situated language processing across the lifespan / Katja Münster ; Pia Knoeferle, Stavros Skopeteas." Bielefeld : Universitätsbibliothek Bielefeld, 2016. http://d-nb.info/1121187595/34.
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Kolbe, Peter. "Das Handlungsorganisationsmodell der virtuellvergegenständlichten und situativ-szenisch angelegten Handlungs-Zellen." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-155623.
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Gestaltung wird maßgeblich bestimmt durch das bildhafte Denken. Es bestimmt unsere frühkindliche Entwicklung, unser „Denken vor dem Sprechen" , und die Kunst. Versuche des Menschen mit Hilfe bildhafter Zeichen zu kommunizieren reichen ca. 30.000 Jahre zurück. Die Schriftsprache ist erst etwa 3.500 Jahre alt.
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Kolbe, Peter. "Das Handlungsorganisationsmodell der virtuellvergegenständlichten und situativ-szenisch angelegten Handlungs-Zellen." Technische Universität Dresden, 2005. https://tud.qucosa.de/id/qucosa%3A28391.
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Gestaltung wird maßgeblich bestimmt durch das bildhafte Denken. Es bestimmt unsere frühkindliche Entwicklung, unser „Denken vor dem Sprechen" , und die Kunst. Versuche des Menschen mit Hilfe bildhafter Zeichen zu kommunizieren reichen ca. 30.000 Jahre zurück. Die Schriftsprache ist erst etwa 3.500 Jahre alt.
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Velásquez, A. Juan. "Förankring och Dialog : Kraftspelet mellan planering och demokrati." Doctoral thesis, Stockholm University, Department of Human Geography, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-438.
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<p>This thesis is a human geography study of how local planners prepared, implemented and followed up a dialogue with the inhabitants in Alby, a multicultural community. The planners based their work on the ambition that everything that is done to develop Alby should be anchored among the residents in a democratic manner. This thesis analyses this double interpretation and how it appears in the planners’ work.</p><p>The study uses a combination of different action-theoretic approaches for analysing what the planners did. A normative approach is used together with genealogic approaches on power and rhetoric. To make use of these action theories in a multicultural community the thesis explores radical feminism (situated knowledge) and postcolonial theory.</p><p>Methodologically, the study is based on participatory observation. It analyses how the planners anchor decisions using a subject–object approach. The approach steered the planners into a situation in which their administrative system-world grew at the expense of both a sustainable democratic development and losing contact with the life-world of the local inhabitants. During the meetings the planners came in contact with some local activists. From their situated knowledge, the activists gave practical examples on how to make the planners’ system-world more sensitive to the reality of the inhabitants. The thesis stresses the importance of a life-world perspective on local planning and the potential of local meetings, situated knowledge and phronesis to make the planners’ work sensitive to the reality of the inhabitants.</p>
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Moineau, Christophe. "Didactique professionnelle du design : situations d’apprentissage, activités de conception et représentations : le cas de l’alternance." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3061/document.
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La finalité de ce travail exploratoire, inscrit dans le cadre d’une didactique professionnelle du design naissante, est de comprendre l’incidence de l’alternance sur les apprentissages d’étudiants en design. Dans ce but, les connaissances ou savoirs impliqués et les représentations que les prescriptions proposent sont extraits puis mis en regard des représentations que les étudiants construisent de l’activité de conception en tant qu’objet social ou en jeu dans les activités d’apprentissage. Pour aborder ces représentations décrites ou construites, puis leur incidence sur l’activité de conception et sur les apprentissages, il est fait appel à un champ théorique multidisciplinaire et à un cadre méthodologique dialectique s’appuyant sur une analyse curriculaire et sur une analyse de l’activité des étudiants-apprentis. Les résultats mettent en lumière des représentations, parfois antagonistes, de l’activité de conception et de la profession de designer. Ils montrent que l’alternance des temps et des lieux d’apprentissage est un révélateur, pour les étudiants, des spécificités de l’activité de conception au sein de chacun des environnements. Ainsi, les environnements « organisants » et « capacitants » du curriculum réel, impensés dans le prescrit, modifient et régulent l’activité et le développement des compétences. Enfin, la production de connaissances, prescrite par le curriculum dans la cadre d’un « mémoire de recherche », permet aux apprentis-designers-chercheurs de développer des formes d’expertises qui interrogent sur les interactions entre savoirs pour agir et métaconnaissances pour concevoir et semblent redéfinir la représentation de la compétence de conception<br>The purpose of this exploratory work, grounded on an emerging professional pedagogy of design, is to understand the impact of work-linked training in design on the learning of the design activity by students. To that end, the knowledge involved is extracted, juxtaposed with the representations that the requirement offers, and then set against the representations that students build of design activity as a social object as well as those involved in learning activities. Therefore, the theoretical field which is used is multidisciplinary. It induces a dialectical methodologic framework based both on a curricular analysis, necessary to understand the observed teaching situations, and on an analysis of the students’ activities. The outcomes shed light on these (sometimes conflicting) representations of creative design activity and of the designer’s profession. Outcomes also show the alternating times and places of learning situations reveal to the students the specificity of both designing situation. Thus, the “organizing environments” of the real curriculum and untaught within the required one, modify and regulate the system of interactions and the development of the students’ design skills. Moreover, the exchange device induces a timeline and “enabling” working and learning environments. Finally, the production of knowledge, required by the curriculum through the “research thesis”, allows the “apprentices-designers-researchers” to develop forms of expertise that question the interactions between knowledge to act and meta-knowledge to design and seems to redefine the representation of the design skill
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Miller, Jamie M. "Personal Identity and the Extended Mind: A Critique of Parfitian Reductionism." Ohio University Honors Tutorial College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1438280650.
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Ohlsson, Katarina. "Private Refugee Sponsorship Groups as Sites of Adult Learning." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-138971.
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Canada’s response to the Syrian refugee crisis includes a unique program where private citizens can raise funds to sponsor a refugee family. This private refugee sponsorship program tasks citizens with both the financial and social aspects of a refugee’s integration for their first year in Canada. The success of the program has led many other countries, particularly in Europe, to consider adopting a similar approach. Although there has been an increased interest in the program, there is a lack of research into the sponsorship experience. This study aims to provide further insight into the sponsorship experience by studying whether it includes an element of learning for the sponsors. This was done by conducting in-depth interviews and analyzing them based on situated learning theory and placing the results in the context of previous research done on sponsors in Canada during the Kosovo crisis. The principle findings of this study show that private refugee sponsorship groups are indeed sites of adult learning for the sponsors. However, the degree to which this is the case differs depending on how sponsorship groups are positioned vis-à-vis the refugee family and the professional settlement community.
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Bahamdan, Walid. "Plan and Situated Action as a Function of Activity Category." Thesis, 2012. http://hdl.handle.net/10012/6652.
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Plans do not serve the particular circumstances of a given situation, but rather serve as abstract descriptions of some future activities. The relationship between plans, which are abstract, and actions, which are concrete, is referred to as the relationship between plans and situated actions. This relationship can be formulated in the following questions: 1) How do individuals conceive of future activities? 2) How does an individual who is acting upon a plan adjust when facing contingencies? The relationship between plans and situated actions has remained a source of intense academic discussions (e.g., Bardram, 1997; Bardram & Hensen, 2010; Leudar & Costall, 1996; Ng, 2002; Schmidt, 1997; Suchman, 1987). Despite the ample research on the relationship between plans and situated actions, a review of the literature indicates that the problem has not been adequately addressed (Randall et al., 2007; Suchman 2003), which has compelled this researcher to create a theoretical model that integrates the disparate nature of plans and line of actions.
Drawing on research on cognition and categorization theory, this thesis proposes a theoretical framework that conceptualizes the relationship between plans and situated actions in terms of activity categories. Specifically, the theoretical framework draws on the prototype and basic-level category theories of categorization, both of which were developed primarily by Rosch (1978), as well as the field theory developed by Lewin (1936). Categorization theories are used to address plans’ abstractness as they capture typifications of human experience. Field theory is used to address the concreteness of action as it captures dynamic properties of the situation in the here and now. The basic premise of the theoretical framework is that individuals conceive (have a knowledge) of plans and their attributes as future activity categories with a range of possibilities. These possibilities are structurally graded, ranging from highly typical to atypical. Plans are believed to be formed based on what is typical for the activity. The theoretical framework argues that an association exists between an individual’s knowledge of typical adjustment relevant to the activity and actual adjustment the individual makes while performing the activity. With this in mind, the theoretical framework considers the actor’s perspective to be central to the investigation. Based on the theoretical framework, several hypotheses are formularized and tested.
An in-depth case study conducted in a ready-mix concrete company was used to examine aspects of the theoretical framework empirically. The results of the case study provide a wide range of independent evidence supporting the framework. In addition, an experimental methodology was developed for quantitative testing in the laboratory aspects of the theoretical framework not attainable in the case study. Theoretical and practical implications of the proposed framework and empirical findings are examined. Future research directions are discussed.
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Jau, Guo Jing, and 郭景昭. "Action Research of Situated Cognition Theory on Applications ofElementary School Mathematics Teaching." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/hbb5n8.
Full textAbstract:
碩士<br>國立台北師範學院<br>數學暨資訊教育學系(含數學教育碩士班)<br>93<br>Abstract
This study aims at improving the researcher’s professional abilities in mathematics teaching in the elementary school. With explorations and discussions of references regarding situated cognition theories, the researcher proposed a primary teaching plan. By means of the four processes involved in action research methods – planning, action, reflection, and correction – this teaching plan was applied to the researcher’s practical mathematics teaching activities on elementary school fifth graders.
The processes of this research consisted of three stages – the preparatory stage, the first stage and the second stage. The preparatory stage was inclusive of the development and establishment of learning communities; the first stage discussed the text unit “calculation of time”; the second stage was practical teaching activities of the unit “circle and diameter”. In each stage, the researcher proposed a series of plans based on teaching activities, operations of learning communities, applications of cognitive apprenticeship teaching methods, and ways of evaluation. Via practical teaching activities in the classroom, the researcher self-examined the results and effectiveness of teaching, and therefore made corrections on the teaching plan.
A more feasible mathematics teaching plan was proposed at the end of this study. Through the above processes of this action research, the researcher indeed gained great improvement of mathematics teaching strategies.
Keywords: situated cognition, action research
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Wu, Sun-Ting, and 吳尚庭. "Action Research of Blogging in Situated Learning －A Case Study of College Basketball Class." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/63262588178694773456.
Full textAbstract:
碩士<br>國立體育大學<br>運動科學研究所<br>99<br>Abstract
This paper is intended as an investigation of the use of blogs by college students during physical education of situated learning to observe its effect on the learning process and teaching process. Utilizing action research data was collected from direct observation of classes, interviews with the teacher and students, questionnaires and the learning record taken from their blogs. Using Sanyo VPC-HD1010 and Casio EX－F1 digital camera filmed instruction that teacher’s demonstrate, slow-motion, student’s practice and competition, as well as use of PowerDirector 8 to make post-production and make playbook from Basketball playbook 2009, all material upload to blogs. The student use the blogs after class through questionnaires and interviews investigation the learning interest, effect and attitude. As a result of our observations, questionnaires and interviews found that the use of blogs in situated physical education can improve learning interest and attitude. Teachers also believe that blogs will be more effective when students’ blog entries are followed up on in class by their teacher and peers. The results of this experiment show that blogs can help those involved achieve and improve curriculum goals, as well as more effectively prepare for class and instructional activities while at the same time suitably complementing traditional physical education methods.
Keywords: Information technology into instruction, Blog, Physical education
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GU, IEN-YU, and 顧晏瑜. "Interdisciplinary creative teaching in Chinese : An action research on the situated-teaching of Red Chamber Banquet." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/38xf9n.
Full textAbstract:
碩士<br>國立高雄餐旅大學<br>飲食文化暨餐飲創新研究所<br>107<br>Interdisciplinary creative teaching in Chinese :An action research on the situated-teaching of Red Chamber Banquet
Abstract
This study aims to understand how to apply interdisciplinary creative teaching in teaching Red Chamber Banquet, a famous Chinese classic novel. With action research and analytical hierarchy process (AHP), the participants came from students in Food Department, and Beverage and Cooking Department in a vocational school, Kaohsiung City. The factors of predicting students’ "Attitudinal", "Subjective Norms", "Perceived Behavior Control", "Behavioral Intentions", and "Persistent Behavioral Intentions" are explored in the study.
The results show that "Attitudinal", "Subjective Norms", and "Perceived Behavioral Control" significantly predict "Behavioral Intentions", and "Perceived Behavioral Control" has the greatest impact on "Behavioral Intentions". In addition, "Behavioral Intentions" significantly predicts "Persistent Behavioral Intentions ". This study provides a model of interdisciplinary creative teaching in Chinese, and Chinese teachers can also apply the mode in teaching Chinese classical novels.
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YAO, TSO-YEN, and 姚佐燕. "An Action Research of the Application of Situated Learning in Energy Education for First and Second Graders." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/66a2jh.
Full textAbstract:
碩士<br>國立高雄師範大學<br>工業科技教育學系<br>106<br>In an era when energy resources are being exhausted at high speed, every country has been studying and discussing energy issues, hoping to slow down the depletion of energy caused by human activity through integration of theory and practice. The promotion of energy education is one of the dominant practices of the energy policy. Although the education in energy technology is not part of the curriculum yet, the subject area covers interdisciplinary concept and core issues of energy, the combination of both is rarely seen in real-life, this shows the importance and the urgent need for energy education. The situated learning theory emphasizes that learning should occur in a situated process of knowledge construction. Knowledge acquisition should be situated in the authentic learning context and activity. As a result, situated learning provides a practical framework for energy education that can engage students in the real-life tasks. Therefore, this research study used the situated learning theory to design courses around energy conservation and plastic reduction. The course was integrated to the learning area of second graders in primary school, combining classroom activities with real-life tasks, for instance, various festivals throughout the year. The whole curriculum was designed to last for twenty periods.
The research subject of this study was the second graders in primary school. Throughout the process of action research, the learning effectiveness of students’ knowledge and attitude toward energy in the situated learning environment was explored, and this offered teachers an opportunity to reflect on the teaching effects. In addition, students’ learning outcomes were thoroughly studied by observing their behaviors during the classroom activities. The findings were as follows:
1.Through the application of the situated learning theory, the first and second graders could effectively connect the energy issues taught in class to the real world.
2.The integration of energy issues into teaching had a positive impact on students’ literacy and attitude toward energy.
3.Applying energy issues into teaching positively influenced the teacher’s professional development.
We hope to shed light on the energy education for the first and second graders through the reflections on teaching, and the analysis of the dilemmas encountered in the teaching process and their solutions.
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YING, LIN CHIU, and 林佳瑩. "The Application of Situated Learning in Visual Arts Appreciation Teaching Via Action Research－The Aspect of Gender Issue." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/04864558610876430599.
Full textAbstract:
碩士<br>國立臺灣藝術大學<br>藝術與人文教學研究所<br>98<br>This study was conducted by action research. The data were collected through observation and clinical interview. Both qualitative and quantitative research method were analyzed. To design a series of visual arts appreciation curriculum for eighth grade students, the aim of the study is to understand whether the instruction strategy has the effect of influence on students’ learning attitude. The contents of curriculum were focused on gender issue.
For quantitative methodology, researcher utilized the pre-test and post-test before and after instruction to measure the difference of situated learning by appreciation instruction in students’ learning attitude. Based on “the students’ visual arts appreciation attitude scale” students’ learning attitude can be discussed into three aspects, learning interests, self-efficacy, utilitarian values. Because students both took pre- and post-tests, researcher used two-way ANOVA with respeat measure analysis. For qualitative methodology, researcher described students’ learning documents and conducted clinical interview to recognize students’ learning process and experience the variation of students’ attitude.
The results indicate that students’ attitude have positive disposition after risual arts appreciation instruction based on situated learning. The results also show that there is a significant difference that means female students have higher scores, but male students are lower. Other data also evidence that students’ attitude are positive.
There are five education contribution: First, teachers should listen to students opinions but should not have a teacher-center value. Second, to integrate professional experts’ theory and junior high school teachers’ experience to promote teacher professional level. Third, the design of curriculum needs to provide a challenge for students. Fourth, a proper context can stimulate students’ learning interests and effect. Finally, we need to keep an eye of gender difference on educational issues.
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Lee, Wen-ching, and 李文清. "An Action Research of Trying out the Situated Instruction Model in Economic Project of Business Vocational High School Students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/69230569535334460581.
Full textAbstract:
碩士<br>國立彰化師範大學<br>商業教育學系<br>93<br>An Action Research of Trying out the Situated Instruction Model in Economic Project of Business Vocational High School Students
Wen-Ching Lee
Abstract
The purpose of this study was to try out the situated instruction model in economic project of business vocational high school students. Specifically, this study intends to answer the following questions. What were happening and what kinds of problems were encountered in the situated instruction and during the process of making the economic project？ How can these problems be overcome effectively？ The subjects selected 11th grade students（eighteen students in total, including four male and fourteen female.） With an action research method, the researcher spent ten months long doing the study in an economic project classroom once a week. The data collection included classroom observations, teaching journals, teacher’s refection on teaching, interviews and students’ learning progress profile.
The finding were that, firstly, the teacher met the following difficulties while implementing situated instruction：the student’s Chinese comprehension ability was relatively weak, their aspect of economic thinking were insufficient, they depended on the proper noun of economics excessive so that they can’t find where were the importance. That was the reason of the students can’t combine the concept of economic with news report. The researcher simplified the economic concept, regarded question as teaching scaffoldings, extended thinking time, and encouraged students to participate in discussing actively. Secondly, teacher and students met the following difficulties during the process of making the economic project：the adopted economic academic was not arranged for project-based learning, the students’ project experience was insufficient, time was insufficient, and the researcher suspected about the value of project-based learning activity, students hardly to determine the study goal, the ability of data analysis and expression were insufficient. The researcher continuously improved his teaching by practicing the technique of reflection and sought the support of literature, adopted expert's demonstration teaching to solve the predicaments.
According to results of this study, the researcher solved above-mentioned difficulty progressively. Most students agreed with the situated instruction and project-based learning activity. Finally, some directions and suggestions for designs of situated instruction in economic project and helped business teacher to implement effective economic teaching.
Key words：situated instruction model, project-based learning, action research
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Hong, Jin-Man, and 洪津嫚. "An action research on using picture books reading with Situated Teaching in sentence construction learning for the first graders." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/92299142683338421879.
Full textAbstract:
碩士<br>國立中正大學<br>教學專業發展數位學習碩士在職專班<br>102<br>This study is focused on picture books reading with Situated Teaching in sentence construction learning for the first graders. The sentence construction learning curriculum was developed by incorporating picture books with different topics and Situated Teaching principles. After implementing the courses, the effectiveness of the curriculum has been evaluated.
In order to discuss the effectiveness of the first graders’ sentence construction learning and the development of literacy abilities, the sentence construction learning curriculum was conducted through picture books reading with Situated Teaching. The discussion contain quantitative and qualitative data including the observation field notes, the achievement of working sheets, and The Chinese Language Abilities Test. For the purpose of curriculum development, the results also contain the discussion of problems arose during the experiment, and the efficiency and the reflections of the planning, the design, the implementation and the assessment. The outcome of this study will provide useful references for future implementation of picture books reading with Situated Teaching in sentence construction learning curriculum .
The conclusions of this study are categorized into three directions:
I. Picture books reading with Situated Teaching in sentence construction learning has a positive impact on students’ sentence construction writing performance: researcher used writing analysis forms to probe the performance of students’ sentence construction quotient in every units, and found picture books reading with Situated Teaching in sentence construction learning could enhance the quality of writing performance; the multivariate and lively learning situation could also increase the transferability.
II. Picture books reading with Situated Teaching in sentence construction learning has a positive impact on students’ writing and reading interests: researcher applied questionnaires, observation field notes and interview transcripts before and after the action research, and found picture books reading with Situated Teaching in sentence construction learning could arouse students’ reading interests. Students would learn by themselves after school. Picture books reading with Situated Teaching in sentence construction learning could also enhance students’ writing interests, by the combination of cognition and emotions of students’ life experiences in activities, students would be willing to take the initiative to write their life records and emotions in another fields. Students will not fear reading and writing anymore.
III. Picture books reading with Situated Teaching in sentence construction learning has a positive impact on parts of students’ Chinese abilities: applying The Chinese Language Abilities Test before and after the action research, researcher found picture books reading with Situated Teaching in sentence construction learning could enhance the Chinese abilities of vocabulary and sentence construction, in addition to the literacy subtask. Therefore, picture books reading with Situated Teaching in sentence construction learning could deeply acculturate language accomplishments was still questioned.
In accordance with the conclusions of the study, suggestions and recommendations are presented respectively for how to apply picture books reading with Situated Teaching in sentence construction learning curriculum, how to teach literacy, and how to conduct future researches.
Keywords: picture books reading, Situated Teaching, sentence construction learning
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Tsai, Chi-Chen, and 蔡繼振. "Effects of Situated Teaching on Fourth Graders’ Learning Attidudes and Achievement in an Integrative Activities Course: An Action Research Study." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/51916988660980873118.
Full textAbstract:
碩士<br>國立臺南大學<br>教育學系課程與教學碩士在職專班<br>103<br>The purpose of this study was to investigate the effects of situated teaching on students’ learning attitudes and achievement. More specifically, this syudy examined how the application of the ASSURE instructional designmodel as well as the integration of technology into the Integrative Activities course could cumulatively help teaching and learning. Adopting the action research approach, the researcher expected himself to gain knowledge growth and professional development via the design and development processes.
The participants included 22 fourth-grade elementary school students in Penghu, Taiwan. The whole course and activities were designed through the ASSURE model, and the teaching intervention lasted for 8 weeks. Qualitative and quantitative data were gathered, including lesson plans, observation notes, teaching reflections, and students’ outcomes measures(i.e., opinion surveys, learning sheets, interviews, and the learning attitude scale).
Main findings are summarized below:
1.Situated teaching is ideal for the Integrative Activities subject area.
2.Situated teaching with the ASSURE design can promote students’ learning attitudes.
3.Situated teaching with the ASSURE design can improve students’ learning achievements.
4.Through the process of action research, the researcher developed knowledge and skills regarding technology literacy and the intergration of ICT into Integrative Activities.
Keywords: Integrative Activities，Situated Teaching，Learning Attitudes
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TSENG, CHIA-WEN, and 曾佳雯. "An Action Research of the Application of Situated Teaching in Junior High School English Listening and Speaking Remedial Instructional Effectiveness." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2c46bd.
Full textAbstract:
碩士<br>國立臺北教育大學<br>教育經營與管理學系<br>107<br>This study implement the situated teaching in a junior high school in Taipei, and examine the effectiveness of English listening and speaking on four remedial instructional students as an action research. During the twelve weeks research period, 180 minutes per week, the research wants to know how the four 8th grade students’ learning effectiveness. In the study, researcher uses 5 teaching strategies of situated teaching: film, songs, board games, role-play and the room escape in the situated teaching.
The results of the research are based on the pre-test and post-test, the oral assessment and interview, the work sheet performance, the students’works, the teacher reflection and the observation record in class. The results are as below:
1.The film choosing needs to based on the different situations and the students’ learning. The various film combinations make students accept and feel interesting. It can also use work sheet to emphasize the key points of the film.
2.The DIY in the role play teaching strategy make students be more confidence on speaking and integrate into the situation.
3.The students should be given different tasks according to their own learning in the room escape strategy. Then, the students should use their own clue to solve the final question during the discussion.
4.The talking speed and the accent in the film affect the students’ listening comprehension. Therefore, the CG in the film can increase the understanding the relationship between the letters and the vocabulary pronounciation through the root of the vocabulary, so that the students’ listening ability can also better.
5.The surprising experience of the plot in the room escape can make students more concentrated in class.
6.The real examples in life increase the learning interest in situated teaching. It also inspires the students when they create their own works through their life experience.
7.The adorable atmosphere in board game lessons make students focus on their learning. They can also practice the speaking and listening to others expression at the same time.
According to the results and the conclusions of this research, there are six suggestions for the teachers and researchers in the future.