Instrumento de avaliação de processos cognitivos para a aprendizagem de subestações de energia em ambientes 2D e realidade virtual

This study describes the development of a prototype to evaluate the potential of environments based on two-dimensional modeling and virtual reality as power substations learning objects into training environments from a central operation and control of power utility Cemig. Initially, there was an identification modeling features and cognitive processes in 2D and RV, from which it was possible to create frames that serve to guide the preparation of a checklist with assigning a metric weight for measuring cognitive potential learning in the study sites. From these contents twenty-four questions were prepared and each was assigned a weight that was used in the calculation of the metric; the questions were grouped into skill sets and similar cognitive processes called categories. Were then developed two distinct environments: the first, the prototype features an interactive checklist and your individual results. And, second, a system of data management environment for the configuration and editing of the prototype, and the observation and analysis of the survey results. For prototype validation, were invited to access the virtual checklist and answer it, five professionals linked to Cemig's training area. The results confirmed the validity of this instrument application to assess the possible potential of modeling in 2D and RV as learning objects in power substations, as well as provide feedback to developers of virtual environments to improve the system.

Rede de aprendizagem em robótica : uma perspectiva educativa de trabalho com jovens

The present research sought to comprehend what is the development perspective of a collective work of educational robotics with high school students. The work started from the development activities Mathematics Sub Project of PIBID (Programa Institucional de Bolsa de Iniciação à Docência, Institutional Program of Initiation to Teaching Scholarship) in a school network from the state of Minas Gerais. The production process of data of this research was done through the follow up of high school students that participated in workshops robotics at the mentioned public school and were selected to continue the project at the Faculty of Mechanical Engineering in Federal University of Uberlândia (UFU). Subsequently, these students were involved in activities related to Robotics championships, elapsed through different spaces in public and private schools of basic education, University and Non-Governmental Organization. The data at the research were registered by photos, videos, field notes, documents produced by the participants and arising from internet like the social media Facebook, questionnaires and, mainly, interviews. At the analysis process of data the followed axes were constituted: Movement Learning Network with Robotics; The Different Roles at the Robotics Events and Experiences in Engineering and Technology. By this axes we understand what is the trajectory of the constitution process of a learning network in educational robotics that we find in expansion and consolidation. In this network the research participants performed different roles which left imprints responsible for their transformation. As a more evident imprint, we detected the robot construction and programming, which as for as they moved their studies forward, they developed the subject autonomy, collaboration, sharing and technological authorship.

Normalização de dispositivos móveis no processo de aprendizagem de inglês : um estudo à luz da complexidade

We live in a world inherently influenced by technology and in which education is immersed in realities made possible by the support of digital technologies, such as electronic mobile devices. Thus, the general aim of this study lies in mapping and analysing the influence of mobile devices on teaching, especially with reference to learning the English language. The specific aims are to investigate how the use of mobile devices is present in the research participants’ practices, consider whether such use is beneficial, according to the students, to the English language learning as well as mapping how the use of mobile devices favours the normalisation stage, taken in this research as a complex process.The theoretical background of this study includes the premises of the Paradigm of Complexity, especially concerning the acquisition of a second language, as well as the precepts of Normalisation, which is related to the total integration of digital technologies into the English teaching and learning process in such a way that they become invisible, and the theories of language learning mediated by computers and mobile devices. Methodologically, this is an ethnographic qualitative research and its context is a language institute located in the Triângulo Mineiro region. In addition to students from five groups in the institution, two teachers and an administrative assistant participated in the survey. Data was collected through an online questionnaire, learning reports produced by students and interviews with teachers and administrative staff. The analyses indicate that mobile devices are present in the daily practices of English learners, but these uses, in most cases, are carried out through the teacher's encouragement. Moreover, despite having positive sayings on the role of digital technologies in the process of English teaching and learning, there is, among students and teachers, a dichotomy between saying and doing about the learning contexts considered valid. Additionally, the use of mobile devices in the English learning process is not yet established as a normalised issue because the process of integration of technology in teaching is still ruled by traditional uses of the technology. I conclude that the use of mobile devices in the English learning process is still not normalised, because even if students use their mobile devices every day, they generally do not realize the affordances of such use as possibilities to learn English.

Guia didático-metodológico para aprendizagem e memorização dos conhecimentos disseminados nos moocs – Massive Open Online Courses

The present research has character exploratory, bibliographic and qualitative. It is based in consolidated scientific arguments in cognitive theories inspired in constructivist method and, under this perspective proposes to develop a didactic guide oriented to students of courses MOOCs - Massive Open Online Courses that will make it possible to maximize the utilization and the assimilation of the knowledge available in these courses. Intends also prepare these students in practice of a methodology of storage that enables the knowledge acquired are not lost nor be forgotten over the course of time. The theoretical framework, based on the theories of Meaningful Learning (Ausubel), the Genetic Epistemology (Piaget), Socioconstructivist (Vigotsky) and the Multimedia Learning (Mayer), subsidizes the understanding of important concepts such as meaningful learning, previous knowledge, and conceptual maps. Supported by fundamental contribution of the Theory of Categories, which are inter-related to concepts applicable to teaching methodology supported by use of structured knowledge maps in the establishment of the binomial teaching-learning; and with valuable study performed by teachers Luciano Lima (UFU) and Rubens Barbosa Filho (UEMS) that culminated with the development of Exponential Effective Memorization Method in Binary Base (Double MEB).

NA PALMA DA MÃO: A difusão de celulares e smartphones e possibilidades para o ensino-aprendizagem no Brasil

A pesquisa considera a difusão de celulares e smartphones e as consequências deste fato em possibilidades para o ensino-aprendizagem. Aparatos de comunicação sempre estiveram ligados ao processo de ensino-aprendizagem. Entretanto, com o desenvolvimento mais intenso, nas últimas décadas, das Tecnologias de Informação e Comunicação (TIC), essa relação vem ganhando novos contornos. Surge a Internet, a evolução das máquinas computacionais e, recentemente, a explosão dos dispositivos móveis, fornecendo novos produtos e serviços convergentes. Nesse contexto, celulares e smartphones tem sido utilizados e recomendados para apoio e complemento do processo de ensino-aprendizagem: a chamada Aprendizagem Móvel. Esse ramo cresce devido à rápida expansão e barateamento dessas tecnologias na sociedade. Para verificar cientificamente essa relação foi realizada uma pesquisa de natureza qualitativa, do tipo exploratória, com dois projetos de Aprendizagem Móvel em andamento no Brasil, o Palma – Programa de Alfabetização na Língua Materna e o Escola Com Celular – ECC. Assim, a partir dos dados provenientes da pesquisa, identificamos alguns aspectos relacionados ao uso de celulares e smartphones para o processo de ensino-aprendizagem que contribuem na compreensão desse campo ainda em construção no Brasil. O uso desses dispositivos como suporte para processos de ensino-aprendizagem nos projetos estudados é delineado pelos aspectos tecnologia, dispositivo, público e contexto e novas tecnologias e Aprendizagem Móvel. O aspecto dispositivo desdobra-se em dimensões como disseminação, multifuncionalidade e acessibilidade que embasam os projetos, ainda favorece características apontadas como importantes para o processo de ensino-aprendizagem na atualidade, como mobilidade e portabilidade. Os projetos pesquisados demonstram potencial e metodologia adequada aos contextos para os quais foram criados e aplicados. Entretanto, a pesquisa indicou que ao mesmo tempo em que celulares e smartphones representam o ápice da convergência tecnológica e são considerados extremamente populares e acessíveis na sociedade contemporânea, com possibilidades concretas como nos projetos estudados, não conseguiram conquistar uma posição sólida como suporte para o ensino-aprendizagem. Tal indicação se deve, de acordo com o corpus, à carência de alguns fatores, como: fomento, as práticas se mostram extremamente dependentes da iniciativa pública ou privada para sua extensão e continuidade; sensibilização para o uso de tecnologias disponíveis, não consideram o aparelho dos próprios alunos e um planejamento que inclua, capacite e incentive o uso desses dispositivos. Além disso, a pesquisa também destaca a necessidade de uma visão crítica do uso e papel da tecnologia nesses processos.

O papel do e-professor na plataforma de e-learning e-raízes : redes

Relatório de estágio apresentado para obtenção do grau de mestre em Educação e Comunicação Multimédia

Intervenção mediacional na aprendizagem do braille: um estudo com crianças deficientes visuais

This study aimed to construct and evaluate a proposed mediational intervention with preschool children through reading workshops and writing in Braille system. The proposal is based on the concepts of Vygotsky on defectology and approach to the Mediated Learning Experience (MLE) developed by Feuerstein. For the research were drawn up ten Mediational workshops, in which they developed a work by reading a children's story and from her reading activities and writing in Braille system. The workshops took place within in kindergarten room of the institution. Study participants were four blind children, six and seven years in an institution that assists visually impaired people in the city of Uberaba / MG, and their mothers and the teacher responsible for the room in which they study. During the workshops, the children showed interest in participating in the activities of reading and writing in Braille. We believe that the data built during the research are not sufficient to establish a generalization, due to the small number of participants. However, at the end of the workshops and the assessment of participants' responses can infer the relevance of the proposal, because in addition to the interest shown and the request of the children there were more activities like that, it was noticed greater fluency in reading and greater ease in writing.

Identificando práticas musicais e processos de aprendizagem musical no contexto urbano de Montes Claros-MG

MENDES,Jean Joubert Freitas; BRITO,Leila de Jesus Ferreira de;CARMO, Raiana Alves Maciel Leal do. Identificando práticas musicais e processos de aprendizagem musical no contexto urbano de Montes Claros-MG. In: ENCONTRO DA ASSOCIAÇAO NACIONAL DE PESQUISA E POS-GRADUAÇAO EM MUSICA (ANPPOM), 17.,2007, Sao Paulo. Anais... Sao Paulo: ANPPOM, 2007.

Protótipo de testes para aprendizagem com classificadores múltiplos

Os classificadores múltiplos são processos que utilizam um conjunto de modelos, cada um deles obtido pela aplicação de um processo de aprendizagem para um problema dado. Combinam vários classificadores individuais, em que para cada um deles são utilizados dados de treino para gerar limites de decisão diferentes. As decisões produzidas pelos classificadores individuais contém erros, que são combinados pelos classificadores múltiplos de forma a reduzir o erro total. Estes têm vindo a ganhar uma crescente importância devido principalmente ao facto de permitirem obter um melhor desempenho quando comparado com o obtido por qualquer um dos modelos que o compõem, principalmente quando as correlações entre os erros cometidos pelos modelos de base são baixos. A investigação nesta área tem crescido, tornando-se uma área de investigação importante. No entanto, para que o desempenho seja melhor do que o desempenho obtido por cada classificador individualmente, é necessário que cada um deles produza uma decisão diferente originando uma diversidade de classificação. Esta diversidade pode ser obtida tanto pela utilização de diferentes conjuntos de dados para o treino individual de cada classificador, como também pela utilização de diferentes parâmetros de formação de diferentes classificadores. Apesar disso, a utilização de classificadores múltiplos para aplicações no mundo real pode apresentar-se como dispendiosa e morosa. Tem-se notado nos dias de hoje que o desenvolvimento web tem vindo a crescer exponencialmente, assim como o uso de bases de dados. Desta forma, combinando a forte utilização da linguagem R para cálculos estatísticos com a crescente utilização das tecnologias web, foi implementado um protótipo que facilitasse a utilização dos classificadores múltiplos, mais precisamente, foi desenvolvida uma aplicação web que permitisse o teste para aprendizagem com classificadores múltiplos, sendo utilizadas as tecnologias PHP, R e MySQL. Com esta aplicação pretende-se que seja possível testar algoritmos independentes do software em que estejam desenvolvidos, não sendo necessariamente escritos em R. Nesta Dissertação foi utilizada a expressão “classificadores múltiplos” por ser a mais comum, apesar de ser redutora e existirem outros termos mais genéricos como por exemplo modelos múltiplos e ensemble learning.

Os Efeitos da Avaliação Psicológica em Crianças com Dificuldades de Aprendizagem

O presente estudo de caso agregado teve como objetivo primordial avaliar em que medida os recursos terapêuticos utilizados durante o tempo de avaliação psicodiagnóstica (psicométrica e projetiva) das crianças encaminhadas para o serviço de psicologia escolar, tem impacto positivo na criança em processo de avaliação, no duplo plano comportamental e cognitivo. O protocolo da investigação foi composto por: desenho de família, WISC-III e CAT, com recurso a algumas sessões de ludoterapia. Os meios utilizados no processo de avaliação permitiram a superação de algumas dificuldades apresentadas pelas crianças, tendo sido, muito particularmente, identificados os contributos que a psicanálise e a psicologia psicodinâmica podem oferecer à psicopedagogia. / The main objective of this aggregated case study was the assessment of the impact of psycho-diagnostic evaluation (psychometric and projective testing) on the improvement of the school-aged children oriented to the cabinet of psychology of their school. The research protocol included: family picture test, WISC -III and CAT, plus some play therapy sessions. Some of the children overcame part of the learning and behavioral difficulties after the evaluation period. Such a result proves, most particularly, the contributions of psychoanalysis and psychodynamic psychology to psycho-pedagogy.

Diagnóstico de enfermagem: estratégia educativa fundamentada na aprendizagem baseada em problemas

Este estudo teve por objetivo avaliar a eficácia de uma estratégia de ensino sobre diagnósticos de enfermagem, fundamentada na aprendizagem, baseada em problemas no desempenho do raciocínio clínico e julgamento diagnóstico dos discentes de graduação. É estudo experimental, realizado em duas fases: validação de conteúdo dos problemas e aplicação da estratégia educativa. Os resultados mostraram melhora na capacidade de agrupamento dos dados dos discentes do grupo experimental. Conclui-se que houve influência positiva da estratégia implementada

Aceitação e uso de ambiente virtual de aprendizagem no contexto de um curso de capacitação para servidores públicos

This study aimed to examine how students perceives the factors that may influence them to attend a training course offered in the distance virtual learning environment (VLE) of the National School of Public Administration (ENAP). Thus, as theoretical basis it was used the Unified Theory of Acceptance and Use of Technology (UTAUT), the result of an integration of eight previous models which aimed to explain the same phenomenon (acceptance/use of information technology). The research approach was a quantitative and qualitative. To achieve the study objectives were made five semi-structured interviews and an online questionnaire (websurvey) in a valid sample of 101 public employees scattered throughout the country. The technique used to the analysis of quantitative data was the structural equation modeling (SEM), by the method of Partial Least Square Path Modeling (PLS-PM). To qualitative data was the thematic content analysis. Among the results, it was found that, in the context of public service, the degree whose the individual believes that the use of an AVA will help its performance at work (performance expectancy) is a factor to its intended use and also influence its use. Among the results, it was found that the belief which the public employee has in the use of a VLE as a way to improve the performance of his work (performance expectation) was determinant for its intended use that, in turn, influenced their use. It was confirmed that, under the voluntary use of technology, the general opinion of the student s social circle (social influence) has no effect on their intention to use the VLE. The effort expectancy and facilitating conditions were not directly related to the intended use and use, respectively. However, emerged from the students speeches that the opinions of their coworkers, the ease of manipulate the VLE, the flexibility of time and place of the distance learning program and the presence of a tutor are important to their intentions to do a distance learning program. With the results, it is expected that the managers of the distance learning program of ENAP turn their efforts to reduce the impact of the causes of non-use by those unwilling to adopt voluntarily the e-learning, and enhance the potentialities of distance learning for those who are already users

Utilização de um ambiente virtual de aprendizagem: um estudo na perspectiva da prática docente

Advances related to information technology are visible and inherent to the management of contemporary organizations, regardless of industrial action. Synchronized with this dynamic, educational institutions are incorporating technological tools that assist its management and academic support to teachers in teaching and interaction with the students. Given that technological innovations are not always taken homogeneously and with the same degree of coverage, remain current and relevant studies on how these technologies are being used in academia. The objective of this research is to identify the usage profile of the functionality of a virtual learning environment related to teaching (undergraduate or postgraduate), demographic variables (age and gender) and institutional (time of admission and academic center of origin.) The methodology applied to the study is descriptive and quantitative. The research is characterized as census, covering all 2152 teachers of undergraduate and graduate students of the Federal University of Rio Grande do Norte, Brazil, who accessed the virtual classes of the Integrated Management of Academic Activities. The study findings revealed that there is a statistically significant difference regarding the use of these tools to teachers who work with undergraduate (49.3%) compared to graduate (6.6%). Regarding gender, women (40.1%) use the system more than men (38.5%). It was also observed that the younger teachers, aged 37 years, are the most active users (42.5%) of the Virtual Class with respect to their elders. For teachers with up to three years time of admission to the UFRN, the pattern of use is more advanced than those with more seniority, as well as the faculty of the Center for Science and Technology are the least likely to use the tools available in relation to other academic centers. It is hoped that with this study managers can direct actions to improve and expand the use of this environment by teachers

A satisfação e a intenção de continuidade de uso em servços de e-learning:validação empírica de um modelo aplicado no serviço público

The present study aims to investigate the constructs of Technological Readiness Index (TRI) and the Expectancy Disconfirmation Theory (EDT) as determinants of satisfaction and continuance intention use in e-learning services. Is proposed a theoretical model that seeks to measure the phenomenon suited to the needs of public organizations that offer distance learning course with the use of virtual platforms for employees. The research was conducted from a quantitative analytical approach, via online survey in a sample of 343 employees of 2 public organizations in RN who have had e-learning experience. The strategy of data analysis used multivariate analysis techniques, including structural equation modeling (SEM), operationalized by AMOS© software. The results showed that quality, quality disconfirmation, value and value disconfirmation positively impact on satisfaction, as well as disconfirmation usability, innovativeness and optimism. Likewise, satisfaction proved to be decisive for the purpose of continuance intention use. In addition, technological readiness and performance are strongly related. Based on the structural model found by the study, public organizations can implement e-learning services for employees focusing on improving learning and improving skills practiced in the organizational environment

O cinema como recurso didático no ensino-aprendizagem de espanhol como língua estrangeira

O presente relatório final de estágio insere-se no âmbito das unidades curriculares de Prática de Ensino Supervisionada I - II e do Seminário de Investigação em Didática das Línguas Estrangeiras I – II, e tem por finalidade apresentar um projeto com contornos de investigação-ação desenvolvido com o intuito de estudar as potencialidades didáticas do cinema e de perceber em que medida este recurso poderá ajudar os discentes a desenvolverem e melhorarem competências de expressão oral, além de outras aprendizagens. Na primeira parte deste trabalho, e tendo por base um conjunto de bibliografia especializada sobre o tema, elaboramos o enquadramento teórico que expõe a temática das potencialidades do cinema como recurso didático. Numa segunda parte, numa abordagem mais prática, são apresentadas propostas didáticas com o propósito de comprovar e aplicar os pressupostos teóricos apresentados. Para o efeito e como instrumentos de recolha de dados, fizemos uso de inquéritos por questionário e da análise documental de manuais e de trabalhos realizados pelos discentes. Estes dados foram tratados através de uma análise de conteúdo e de procedimentos metodológicos quantitativos e qualitativos. Este projeto de investigação revestiu-se de grande importância ao justificar que os benefícios proporcionados pelo uso do cinema em contexto didático contribuem para o sucesso da aprendizagem dos alunos. A título de conclusão, recomenda-se uma maior utilização do cinema como recurso didático, consciencializando os discentes e docentes das suas potencialidades enquanto promotor de aprendizagem.