Dissertations / Theses on the topic 'Glogger'

Tendo em mente que o uso da tecnologia nas escolas ainda é restrito e que não se sabe ao certo quais são os gêneros digitais e suportes virtuais mais eficientes para o ensino, nem mesmo quais as metodologias mais adequadas para esse fim, buscou-se, através desta pesquisa, verificar se o uso contínuo do suporte virtual Glogster traz ou não contribuições para o desenvolvimento das habilidades de leitura e produção textual. Para isso, fez-se a análise comparativa dos dados coletados, através de um pré-teste e um pós-teste, aplicados no início e no final de uma sequência didática, que trabalhou, prioritariamente, com o gênero artigo de opinião e a temática das tribos juvenis, em duas turmas, denominadas de Grupo de Controle (GC) e Grupo de Experimento (GE), de 7ª série/8º ano do Ensino Fundamental, de uma escola pública do município de Flores da Cunha – RS. Ressalta-se que a resolução do pré-teste e do pós-teste foi realizada, tanto pelo GC quanto pelo GE, através do suporte virtual Glogster. As demais atividades da sequência didática foram trabalhadas nesse ambiente pelo GE e em sala de aula pelo GC. A partir dessa diferença na aplicação da pesquisa, foi possível comparar o desempenho das duas turmas e observar que o uso contínuo do suporte virtual Glogster contribui para o desenvolvimento da habilidade de produção textual do gênero artigo de opinião e que o seu uso esporádico contribui para o desenvolvimento da habilidade de leitura do mesmo gênero. Ancorada na concepção sociodiscursiva do ensino de língua, a qual objetiva mostrar de que forma “os mecanismos de produção e de interpretação das entidades verbais contribuem para a transformação permanente das pessoas e, ao mesmo tempo, dos fatos sociais” (BRONCKART, 2006, p. 130), destaca-se que as atividades realizadas no decorrer deste estudo procuraram utilizar a língua competentemente, isto é, a partir de atividades coerentes e significativas. Consoante a isso, acredita-se que “[...] não é possível pensar e fazer educação desvinculada do processo de produção e das relações sociais [...]” (PAVIANI, 2010, p. 47). Nesse sentido, trabalha-se, nesta pesquisa, com a premissa de que o processo de ensino-aprendizagem acontece através das interações que o sujeito realiza com os seus semelhantes e com o meio que o cerca, e afirma-se que “a educação pode contribuir para diminuir diferenças e desigualdades, na medida em que acompanhar os processos de mudanças, oferecendo formação adequada às novas necessidades da vida moderna”. (PCNs, 1998a, p. 138). Levando isso em consideração, espera-se que este estudo possa oferecer contribuições científicas, sociais para a educação em geral e pedagógicas a professores de diferentes áreas do conhecimento, uma vez que o trabalho com linguagem é por natureza interdisciplinar e o avanço das tecnologias atinge todas as esferas escolares.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Considering that the use of technology at schools is still limited and that we don’t know for sure which digital genres or virtual resources are the most effective for teaching or which methodology is the most appropriate for this goal, we seek to, through this research, verify if the continuous use of the interactive creation tool called Glogster brings contribution to the written comprehension and production skills development. In order to accomplish this, the data collected was analyzed in a comparative way through a pre and post-test given to students in the beginning and at the end of the didactics sequence. This sequence focused mainly on the opinion kind of speech genre under the theme of youth tribes. Two groups participated in this study, a group called the Controlled Group (CG) and a group called the Experimental Group (EG). The participants were students from the 7th grade/8th year of a Brazilian elementary public school located in Flores da Cunha, Rio Grande do Sul. We point out that both pre and post-tests were taken by the participants from the two groups through Glogster. The other activities proposed in the didactics sequence were done through Glogster by the EG and in regular classes by the CG. The data gathered from these two groups allowed us to compare the CG performance to the EG performance and notice that the continuous use of Glogster contributes to the students’ written production skill development regarding the opinion speech genre and that, when occasionally used, this resource also contributes to the reading skill development of this same genre. Based on language teaching from a socio discursive perspective which tries to show how “production and interpretation mechanisms of verbal entities contribute to people’s and, simultaneously, to social facts constant changes” (BRONCKART, 2006, p. 130), we point out that the aim of the activities carried out during this study was to use language in a competent way, that is, through coherent and meaningful activities. Thus, we believe that “[…] it’s not possible to conceive education as being apart from the production process and from social relations […]” (PAVIANI, 2010, p. 47). Within this scope, our work was conducted having in mind that the teaching and learning process takes place through interactions that subjects establish with others and with their environment. We also argue that “education can contribute to reduce differences and inequality, if it keeps up with the constant changes that are taking place in our society and offers schooling that is relevant to modern life needs” (PCNs, 1998, p. 138). In this account, we expect, with this study to provide scientific and social contributions to education in general and to the practice of teachers of different knowledge areas once we believe that working with language is by its nature interdisciplinary and that technology advances are reaching all school areas.

In this thesis I investigate transformational practices in the secular music of mid-fifteenth-century German sources. At the heart of the research are case studies of the Lochamer Liederbuch with its two sections - a song and a keyboard collection - and of the newly discovered Wolfenbüttel Lute Tablature. By analysing and comparing the different versions of pieces surviving in these and related sources I explore how they interacted and what the motivations and techniques behind their transformation were. The organist and lute player Conrad Paumann and his 'School' were central driving forces in this process, which led to numerous innovations, particularly in the development of instrumental music and its notation. I then investigate the question of the instrumental accompaniment of monophonic song and how the development of new instruments and techniques influenced and shaped the melody types in the late medieval sources. To do this, I consult the genre of Neidhart songs as an oeuvre of secular song that was cultivated and transmitted in sources from the thirteenth to the fifteenth centuries. The network of interdependencies between repertoires enables an analysis of transformational practices in the songs of Oswald von Wolkenstein, which are influenced by the Neidhart-genre. The analysis comes full circle with reworkings of his melodies in the Lochamer Liederbuch and related sources. The study shows that vocal music and instrumental intabulations influenced each other mutually to create new repertoires and styles. Amongst the most significant insights are the findings around the WolfenbÃ1⁄4ttel Lute Tablature, which open up a field of hitherto unknown instrumental practices and playing techniques, particularly on the plectrum lute. The process of transferring intabulation techniques from the keyboard to other polyphonic instruments leads to the formulation of a coherent, 'pan-instrumental' style of solo intabulation in the fifteenth century.

CyborGlogs are lifelong log files of personal experiences that are captured without conscious thought or effort. By creating cyborglogs on a continuous basis, we can enable various novel applications where the lifelong records are used as memory aids or for personal safety. This thesis presents the development of a mobile application that provides the tools to instantly capture, archive, recall, and share our personal experiences on widely available cameraphones. To achieve this goal, a client-server computational framework is designed and implemented to support real-time interaction among the users. Three fully functional prototypes supporting three major mobile platforms (J2ME, Symbian, and iPhone) are presented to show the feasibility and flexibility of this framework. Finally, this thesis shows an early prototype which demonstrates the idea of mediated reality on cameraphones using various integrated sensors. This prototype explores the possibilities of developing truly intelligent wearable applications on mobile devices in the future.