RELAÇÕES ENTRE PERCEPÇÃO DE SUCESSO NA CARREIRA, BEM-ESTAR NO TRABALHO E DESEMPENHO

Esta dissertação tem por objetivo geral analisar as relações entre percepção de sucesso na carreira, bem-estar no trabalho e desempenho de professores de ensino a distância (EaD). Para tanto, realizamos uma pesquisa por meio de um questionário de autopreenchimento para a coleta de dados com 128 professores da EaD de uma instituição superior particular situada no estado do Rio de Janeiro. Para a discussão e busca dos resultados das análises dos dados foi utilizado o software estatístico SPSS Statistical Package for the Social Science, versão 18.0 para Windows. Foram calculadas médias; desvios padrão; índices de correlação (r de Pearson); e diferenças entre médias (t de student). Os resultados indicam, por meio das respostas aos instrumentos aplicados, que os professores de EaD tiveram sucesso na carreira docente tão proporcional às demais variáveis e que é possível constatar que os professores de EaD pesquisados apresentam níveis elevados de bem-estar no trabalho em suas dimensões (satisfação no trabalho, envolvimento no trabalho e comprometimento organizacional afetivo) pois, estão satisfeitos em seus trabalhos e muito comprometidos afetivamente com a instituição de ensino e por fim, confirmam a tendência na ocorrência de níveis consideráveis de desempenho. Portanto, conclui-se que em relação à percepção de sucesso na carreira, ao bem estar no trabalho, e ao desempenho, os professores estudados estão satisfeitos com sua atuação profissional da educação a distância, sendo que as dimensões de bem-estar são as preferidas dos pesquisadores, pois apresentam variáveis positivas e significativas sobre os demais constructos desta pesquisa.

NARRATIVAS DE USOS PEDAGÓGICOS DE FERRAMENTAS TECNOLÓGICAS NA DOCÊNCIA DO ENSINO MÉDIO

O trabalho intitulado Narrativas de usos pedagógicos de ferramentas tecnológicas na docência do Ensino Médio tem como objetivo conhecer e mapear as experiências de professores do Ensino Médio que integram em sua prática pedagógica recursos tecnológicos através de suas narrativas, os quais atuam em escolas públicas da região de São Paulo. Sendo assim, a prática pedagógica com o uso de tecnologia se faz presente na docência do professor de ensino médio, transformando-o em agente mediador do processo ensino-aprendizagem. A metodologia da pesquisa se concentra na experiência dos professores que utilizam a tecnologia como ferramenta de sua prática mediante a investigação narrativa, a qual os autores Connely e Claudinin elucidam em sua obra. São ressaltados alguns autores durante a pesquisa exploratória e documental, como: Moran, Lévy, Perrenoud e Tardif, conceituando a atuação do professor em Freire e Zabala, mediando sua prática com a tecnologia, levando a resultados que propiciam um ensino adequado à aprendizagem. Os instrumentos investigativos da pesquisa adotados na pesquisa foram: entrevista semi-estruturada, conversas informais com os professores, registro dos participantes nos fóruns do Portal educacional e reuniões pedagógicas coma a coordenadora do Portal educacional. O processo organizativo da análise das narrativas dos docentes se realizou por categorias tais como: organização do conteúdo pelos professores, uso do Portal educacional e interdisciplinaridade. Nas narrativas dos participantes da pesquisa percebeu-se que o trabalho na comunidade virtual baseou-se em três pontos fundamentais: produção, troca de informações e apresentação de resultados. De acordo com os relatos apresentados pelos entrevistados conclui-se que o trabalho desenvolvido pelos professores é bastante rico e contribui para a troca de experiências entre docentes pesquisadores da rede, que diferenciam suas aulas através do uso de tecnologia por meio do Portal educacional. Destaca-se também como diferencial na pesquisa a escolha, pelos docentes, de algumas ferramentas com o uso do Portal.

A IMPORTÂNCIA DAS TICS E DA EDUCAÇÃO COMO PROCESSO COMUNICACIONAL DIALÓGICO NO ENSINO SUPERIOR: Um Estudo da Universidade Estadual de Mato Grosso do Sul

Esta tese teve por objetivo saber como o corpo docente da Universidade Estadual de Mato Grosso do Sul (UEMS) percebe, entende e reage ante a incorporação e utilização das Tecnologias de Informação e Comunicação (TICs) nos cursos de graduação dessa Instituição, considerando os novos processos comunicacionais dialógicos que elas podem proporcionar na sociedade atual. Metodologicamente, a tese é composta por pesquisa bibliográfica, buscando fundamentar as áreas da Educação e Comunicação, assim como a Educomunicação; pesquisa documental para contextualização do lócus da pesquisa e de uma pesquisa exploratória a partir da aplicação de um questionário online a 165 docentes da UEMS, que responderam voluntariamente. Verificou-se que os professores utilizam as TICs cotidianamente nas atividades pessoais e, em menor escala, nos ambientes profissionais. Os desafios estão em se formar melhor esse docente e oferecer capacitação continuada para que utilizem de forma mais eficaz as TICs nas salas de aula. Destaca-se ainda que os avanços em tecnologia e os novos ecossistemas comunicacionais construíram novas e outras realidades, tornando a aprendizagem um fator não linear, exigindo-se revisão nos projetos pedagógicos na educação superior para que estes viabilizem diálogos propositivos entre a comunicação e a educação. A infraestrutura institucional para as TICs é outro entrave apontado, tanto na aquisição como na manutenção desses aparatos tecnológicos pela Universidade. Ao final, propõe-se realizar estudos e pesquisas que possam discutir alterações nos regimes contratuais de trabalho dos docentes, uma vez que, para atuar com as TICs de maneira apropriada, exige-se mais tempo e dedicação do docente.

User interface design support for the development of knowledge-based systems

The present scarcity of operational knowledge-based systems (KBS) has been attributed, in part, to an inadequate consideration shown to user interface design during development. From a human factors perspective the problem has stemmed from an overall lack of user-centred design principles. Consequently the integration of human factors principles and techniques is seen as a necessary and important precursor to ensuring the implementation of KBS which are useful to, and usable by, the end-users for whom they are intended. Focussing upon KBS work taking place within commercial and industrial environments, this research set out to assess both the extent to which human factors support was presently being utilised within development, and the future path for human factors integration. The assessment consisted of interviews conducted with a number of commercial and industrial organisations involved in KBS development; and a set of three detailed case studies of individual KBS projects. Two of the studies were carried out within a collaborative Alvey project, involving the Interdisciplinary Higher Degrees Scheme (IHD) at the University of Aston in Birmingham, BIS Applied Systems Ltd (BIS), and the British Steel Corporation. This project, which had provided the initial basis and funding for the research, was concerned with the application of KBS to the design of commercial data processing (DP) systems. The third study stemmed from involvement on a KBS project being carried out by the Technology Division of the Trustees Saving Bank Group plc. The preliminary research highlighted poor human factors integration. In particular, there was a lack of early consideration of end-user requirements definition and user-centred evaluation. Instead concentration was given to the construction of the knowledge base and prototype evaluation with the expert(s). In response to this identified problem, a set of methods was developed that was aimed at encouraging developers to consider user interface requirements early on in a project. These methods were then applied in the two further projects, and their uptake within the overall development process was monitored. Experience from the two studies demonstrated that early consideration of user interface requirements was both feasible, and instructive for guiding future development work. In particular, it was shown a user interface prototype could be used as a basis for capturing requirements at the functional (task) level, and at the interface dialogue level. Extrapolating from this experience, a KBS life-cycle model is proposed which incorporates user interface design (and within that, user evaluation) as a largely parallel, rather than subsequent, activity to knowledge base construction. Further to this, there is a discussion of several key elements which can be seen as inhibiting the integration of human factors within KBS development. These elements stem from characteristics of present KBS development practice; from constraints within the commercial and industrial development environments; and from the state of existing human factors support.

Content-based VLE designs improve learning efficiency in constructivist statistics education

Background: We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE) in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses), which required us to develop a specific-purpose Statistical Learning Environment (SLE) based on Reproducible Computing and newly developed Peer Review (PR) technology. Objectives: The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. Methods: Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. Results: The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student population under investigation. The findings demonstrate that a content-based design outperforms the traditional VLE-based design. © 2011 Wessa et al.

Learning from a deceptively spacious policy discourse

Networked Learning, e-Learning and Technology Enhanced Learning have each been defined in different ways, as people's understanding about technology in education has developed. Yet each could also be considered as a terminology competing for a contested conceptual space. Theoretically this can be a ‘fertile trans-disciplinary ground for represented disciplines to affect and potentially be re-orientated by others’ (Parchoma and Keefer, 2012), as differing perspectives on terminology and subject disciplines yield new understandings. Yet when used in government policy texts to describe connections between humans, learning and technology, terms tend to become fixed in less fertile positions linguistically. A deceptively spacious policy discourse that suggests people are free to make choices conceals an economically-based assumption that implementing new technologies, in themselves, determines learning. Yet it actually narrows choices open to people as one route is repeatedly in the foreground and humans are not visibly involved in it. An impression that the effective use of technology for endless improvement is inevitable cuts off critical social interactions and new knowledge for multiple understandings of technology in people's lives. This paper explores some findings from a corpus-based Critical Discourse Analysis of UK policy for educational technology during the last 15 years, to help to illuminate the choices made. This is important when through political economy, hierarchical or dominant neoliberal logic promotes a single ‘universal model’ of technology in education, without reference to a wider social context (Rustin, 2013). Discourse matters, because it can ‘mould identities’ (Massey, 2013) in narrow, objective economically-based terms which 'colonise discourses of democracy and student-centredness' (Greener and Perriton, 2005:67). This undermines subjective social, political, material and relational (Jones, 2012: 3) contexts for those learning when humans are omitted. Critically confronting these structures is not considered a negative activity. Whilst deterministic discourse for educational technology may leave people unconsciously restricted, I argue that, through a close analysis, it offers a deceptively spacious theoretical tool for debate about the wider social and economic context of educational technology. Methodologically it provides insights about ways technology, language and learning intersect across disciplinary borders (Giroux, 1992), as powerful, mutually constitutive elements, ever-present in networked learning situations. In sharing a replicable approach for linguistic analysis of policy discourse I hope to contribute to visions others have for a broader theoretical underpinning for educational technology, as a developing field of networked knowledge and research (Conole and Oliver, 2002; Andrews, 2011).

Conceptual Model and Security Requirements for DRM Techniques Used for e-Learning Objects Protection

This paper deals with the security problems of DRM protected e-learning content. After a short review of the main DRM systems and methods used in e-learning, an examination is made of participators in DRM schemes (e-learning object author, content creator, content publisher, license creator and end user). Then a conceptual model of security related processes of DRM implementation is proposed which is improved afterwards to reflect some particularities in DRM protection of e-learning objects. A methodical way is used to describe the security related motives, responsibilities and goals of the main participators involved in the DRM system. Taken together with the process model, these security properties are used to establish a list of requirements to fulfill and a possibility for formal verification of real DRM systems compliance with these requirements.

Use of Start Pages for Building a Mashup Personal Learning Environment to Support Self-Organized Learners

The paper explores the functionalities of eight start pages and considers their usefulness when used as a mashable platform for deployment of personal learning environments (PLE) for self-organized learners. The Web 2.0 effects and eLearning 2.0 strategies are examined from the point of view of how they influence the methods of gathering and capturing data, information and knowledge, and the learning process. Mashup technology is studied in order to see what kind of components can be used in PLE realization. A model of a PLE for self-organized learners is developed and it is used to prototype a personal learning and research environment in the start pages Netvibes, Pageflakes and iGoogle.

Dynamic Determination of Personalized Educational Paths

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2014

Preserving Linked Data

PRELIDA (PREserving LInked DAta) is an FP7 Coordination Action funded by the European Commission under the Digital Preservation Theme. PRELIDA targets the particular stakeholders of the Linked Data community, including data providers, service providers, technology providers and end user communities. These stakeholders have not been traditionally targeted by the Digital Preservation community, and are typically not aware of the digital preservation solutions already available. So an important task of PRELIDA is to raise awareness of existing preservation solutions and to facilitate their uptake. At the same time, the Linked Data cloud has specific characteristics in terms of structuring, interlinkage, dynamicity and distribution that pose new challenges to the preservation community. PRELIDA organises in-depth discussions among the two communities to identify which of these characteristics require novel solutions, and to develop road maps for addressing the new challenges. PRELIDA will complete its lifecycle at the end of this year, and the talk will report about the major findings.

Role of the educator in social software initiatives in Further and Higher Education:a conceptualisation and research agenda

Higher and further education institutions are increasingly using social software tools to support teaching and learning. A growing body of research investigates the diversity of tools and their range of contributions. However, little research has focused on investigating the role of the educator in the context of a social software initiative, even though the educator is critical for the introduction and successful use of social software in a course environment. Hence, we argue that research on social software should place greater emphasis on the educators, as their roles and activities (such as selecting the tools, developing the tasks and facilitating the student interactions on these tools) are instrumental to most aspects of a social software initiative. To this end, we have developed an agenda for future research on the role of the educator. Drawing on role theory, both as the basis for a systematic conceptualization of the educator role and as a guiding framework, we have developed a series of concrete research questions that address core issues associated with the educator roles in a social software context and provide recommendations for further investigations. By developing a research agenda we hope to stimulate research that creates a better understanding of the educator’s situation and develops guidelines to help educators carry out their social software initiatives. Considering the significant role an educator plays in the initiation and conduct of a social software initiative, our research agenda ultimately seeks to contribute to the adoption and efficient use of social software in the educational domain.

Essential features of serious games design in higher education:linking learning attributes to game mechanics

This paper consolidates evidence and material from a range of specialist and disciplinary fields to provide an evidence-based review and synthesis on the design and use of serious games in higher education. Search terms identified 165 papers reporting conceptual and empirical evidence on how learning attributes and game mechanics may be planned, designed and implemented by university teachers interested in using games, which are integrated into lesson plans and orchestrated as part of a learning sequence at any scale. The findings outline the potential of classifying the links between learning attributes and game mechanics as a means to scaffold teachers’ understanding of how to perpetuate learning in optimal ways while enhancing the in-game learning experience. The findings of this paper provide a foundation for describing methods, frames and discourse around experiences of design and use of serious games, linked to methodological limitations and recommendations for further research in this area.

The effect of an enriched learning community on success and retention in chemistry courses

Since the mid-1990s, the United States has experienced a shortage of scientists and engineers, declining numbers of students choosing these fields as majors, and low student success and retention rates in these disciplines. Learning theorists, educational researchers, and practitioners believe that learning environments can be created so that an improvement in the numbers of students who complete courses successfully could be attained (Astin, 1993; Magolda & Terenzini, n.d.; O'Banion, 1997). Learning communities do this by providing high expectations, academic and social support, feedback during the entire educational process, and involvement with faculty, other students, and the institution (Ketcheson & Levine, 1999). ^ A program evaluation of an existing learning community of science, mathematics, and engineering majors was conducted to determine the extent to which the program met its goals and was effective from faculty and student perspectives. The program provided laptop computers, peer tutors, supplemental instruction with and without computer software, small class size, opportunities for contact with specialists in selected career fields, a resource library, and Peer-Led Team Learning. During the two years the project has existed, success, retention, and next-course continuation rates were higher than in traditional courses. Faculty and student interviews indicated there were many affective accomplishments as well. ^ Success and retention rates for one learning community class ( n = 27) and one traditional class (n = 61) in chemistry were collected and compared using Pearson chi square procedures ( p = .05). No statistically significant difference was found between the two groups. Data from an open-ended student survey about how specific elements of their course experiences contributed to success and persistence were analyzed by coding the responses and comparing the learning community and traditional classes. Substantial differences were found in their perceptions about the lecture, the lab, other supports used for the course, contact with other students, helping them reach their potential, and their recommendation about the course to others. Because of the limitation of small sample size, these differences are reported in descriptive terms. ^

The use of a computer graphic organizer for persuasive composition writing by Hispanic students with specific learning disabilities

Many culturally and linguistically diverse (CLD) students with specific learning disabilities (SLD) struggle with the writing process. Particularly, they have difficulties developing and expanding ideas, organizing and elaborating sentences, and revising and editing their compositions (Graham, Harris, & Larsen, 2001; Myles, 2002). Computer graphic organizers offer a possible solution to assist them in their writing. This study investigated the effects of a computer graphic organizer on the persuasive writing compositions of Hispanic middle school students with SLD. A multiple baseline design across subjects was used to examine its effects on six dependent variables: number of arguments and supporting details, number and percentage of transferred arguments and supporting details, planning time, writing fluency, syntactical maturity (measured by T-units, the shortest grammatical sentence without fragments), and overall organization. Data were collected and analyzed throughout baseline and intervention. Participants were taught persuasive writing and the writing process prior to baseline. During baseline, participants were given a prompt and asked to use paper and pencil to plan their compositions. A computer was used for typing and editing. Intervention required participants to use a computer graphic organizer for planning and then a computer for typing and editing. The planning sheets and written composition were printed and analyzed daily along with the time each participant spent on planning. The use of computer graphic organizers had a positive effect on the planning and persuasive writing compositions. Increases were noted in the number of supporting details planned, percentage of supporting details transferred, planning time, writing fluency, syntactical maturity in number of T-units, and overall organization of the composition. Minimal to negligible increases were noted in the mean number of arguments planned and written. Varying effects were noted in the percent of transferred arguments and there was a decrease in the T-unit mean length. This study extends the limited literature on the effects of computer graphic organizers as a prewriting strategy for Hispanic students with SLD. In order to fully gauge the potential of this intervention, future research should investigate the use of different features of computer graphic organizer programs, its effects with other writing genres, and different populations.