1000 resultados para Virtual ethnography
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Special issue of Anthropology in Action originated from the Working Images Conference, a joint meeting of TAN and VAN EASA networks
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Fil: Welschinger Lascano, Nicols. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educacin. Instituto de Investigaciones en Humanidades y Ciencias Sociales (UNLP-CONICET); Argentina.
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Fil: Welschinger Lascano, Nicols. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educacin. Instituto de Investigaciones en Humanidades y Ciencias Sociales (UNLP-CONICET); Argentina.
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Fil: Welschinger Lascano, Nicols. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educacin. Instituto de Investigaciones en Humanidades y Ciencias Sociales (UNLP-CONICET); Argentina.
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In this paper we look at how a web-based social software can be used to make qualitative data analysis of online peer-to-peer learning experiences. Specifically, we propose to use Cohere, a web-based social sense-making tool, to observe, track, annotate and visualize discussion group activities in online courses. We define a specific methodology for data observation and structuring, and present results of the analysis of peer interactions conducted in discussion forum in a real case study of a P2PU course. Finally we discuss how network visualization and analysis can be used to gather a better understanding of the peer-to-peer learning experience. To do so, we provide preliminary insights on the social, dialogical and conceptual connections that have been generated within one online discussion group.
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Dans ce travail, jtudie les relations entre la blogosphre politique dans la ville de So Paulo, au Brsil, et lensemble de lcologie mdiatique dans laquelle celle-ci est insre. En tablissant un dialogue avec les thories qui posent la dissmination des blogues comme le moment de rpartition des moyens de production et de dmocratisation de parole, je propose que la blogosphre doit plutt tre envisage comme une instance de filtrage des produits des mdias de masse. Jemprunte le concept de dispositif Michel Foucault et Giorgio Agamben, pour dfinir les mdias du monde contemporain selon les termes dun dispositif mdiatique. Jemprunte aussi les concepts de two-step flow of communications et de leader dopinion Paul F. Lazarsfeld et Elihu Katz pour localiser la blogosphre dans lensemble de notre espace mdiatique. Je dfends galement lide que les blogueurs exercent aujourdhui une fonction semblable celle des leaders dopinion que dcrivent Katz et Lazarsfeld ce que je nomme la fonction-filtre de la blogosphre - et que ces blogueurs se situent dans la couche intermdiaire du flux dinformations dans les dmocraties occidentales, c'est--dire celle qui se trouve entre les mdias de masse et les rcepteurs. Pour conduire ma recherche, jai ralis une ethnographie virtuelle auprs des blogueurs de la ville de So Paulo, au Brsil, pendant la priode de la campagne lectorale de 2008 la mairie. Ensuite, jai soumis lensemble de leur production discursive une analyse sociolinguistique. Et je conclus que plutt qutant le fruit dune rvolution, lcologie mdiatique contemporaine reprend - en les diversifiant et en les tendant - des processus que lon ne pensait propres quaux dynamiques des mdias de masse.
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Incrementar o conhecimento sobre o que contribui efetivamente para que ocorram interaes bem sucedidas entre websites e os consumidores online, mais especificamente no mercado crescente dos mundos virtuais, um assunto relevante para os pesquisadores e profissionais de administrao de empresas. Vivemos em uma nova etapa da cultura do consumo, onde a experincia de consumo ganha relevncia. Os jogos online, ambientados em mundos virtuais, so ilustraes muito apropriadas para representar a emergncia do Marketing de Experincia, caracterstico desta etapa. Os mundos virtuais, como o Second Life, podem ser classificados como mundos de experincia, e uma das suas principais caractersticas a existncia de comunidades virtuais. A interao entre usurios e o relacionamento social fundamental para o enriquecimento da experincia de consumo nos mundos virtuais. A teoria da fluidez um dos constructos mais utilizados para entender o comportamento do consumidor na internet e uma das formas de definir a natureza de experincias de consumo na internet. A utilizao deste modelo (que vem sendo utilizado e aprimorado nos ltimos 14 anos) aconselhada para definir e medir a experincia de consumo na internet. A participao em comunidades virtuais pode ser um dos fatores que enriquecem a experincia de consumo nos mundos virtuais, percebida pela fluidez. O objetivo desta dissertao entender se a participao em comunidades virtuais potencializa a experincia de consumo em mundos virtuais sociais, em especial no Second Life, tomando como base o conceito da fluidez. O objeto de estudo foram as comunidades virtuais do Second Life, durante o perodo da pesquisa que ocorreu entre o final de julho e o incio de novembro de 2010. Para fazer a pesquisa de campo, emprica e exploratria, foi utilizada a metodologia da netnografia (etnografia virtual), descritiva por definio, como forma de atingir o objetivo proposto. Netnografia a rigorosa e sistemtica adaptao da etnografia especificamente alterada para as contingncias do comportamento e interao online, isto , ao estudo das comunidades virtuais. As atividades de pesquisa foram realizadas com observao participativa, isto , com a participao, pelo pesquisador, no cotidiano do mundo virtual Second Life, que vivenciou, como um novato, a experincia de consumo em si. A dissertao aqui apresentada o resultado do engajamento do pesquisador em uma imerso nas comunidades virtuais do Second Life. Foi concludo que experincia de consumo nos mundos virtuais enriquecida pela participao em comunidades virtuais. A fluidez percebida pela telepresena (imerso), perda de noo de tempo, envolvimento, prazer e diverso uma sensao que pode ser considerada tpica e freqente dos mundos virtuais e potencializada pela participao em comunidades virtuais. A participao em comunidades virtuais permite que os usurios vivenciem uma experincia rica, que seja ativa, responsiva, interativa e participativa, o que potencializa a experincia de consumo nos mundos virtuais.
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Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; DRNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001)
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Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; DRNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001)
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Coordenao de Aperfeioamento de Pessoal de Nvel Superior (CAPES)
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Fundao de Amparo Pesquisa do Estado de So Paulo (FAPESP)
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Ps-graduao em Comunicao - FAAC
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Fundao de Amparo Pesquisa do Estado de So Paulo (FAPESP)
