Página 1 dos resultados de 189 itens digitais encontrados em 0.094 segundos

Redes sociais e comunidades de prática

Rocha, Maria Antonieta; Pereira, Alda
Fonte: Universidade Aberta; LE@D Publicador: Universidade Aberta; LE@D
Tipo: Conferência ou Objeto de Conferência
Publicado em /12/2013 POR
Relevância na Pesquisa
46.1%
Este texto, enquanto parte integrante de um trabalho que pretende investigar as dinâmicas e relações societais de sete comunidades virtuais em quatro contextos, focaliza-se na análise de duas redes e de que forma podem potenciar comunidades virtuais de prática, num ambiente 2.0, onde prevalece a aprendizagem informal. A existência de novas formas de organização social – Grupo, Equipa, Rede, Coletivo e Comunidade -, propiciam ao indivíduo o acesso à informação e conhecimento disponíveis na rede global. Metodologicamente, optámos por uma abordagem de estudos de caso múltiplos. A recolha de dados foi realizada com recurso à observação, entrevistas semi-estruturadas e um questionário. Com base nos resultados obtidos, verificámos a existência de duas Redes – Comunidade Atlântico (foco nos animais) e Comunidade Mediterrâneo (foco na fotografia). A Comunidade Atlântico evidencia, maioritariamente, traços distintivos da Rede, sem características que possam apontar, a curto prazo, a sua evolução para Comunidade Virtual de Prática. Para tal concorre nomeadamente: i) o elevado número de membros, o que não potencia o estabelecimento de laços de cumplicidade; ii) a evidência da procura de respostas às suas necessidades e não tanto resposta a dúvidas e a troca de informações acerca dos animais para adoção e o abandono – que se preparam para diminuir ou erradicar – e que...

Práticas informais no ensino coletivo de sopros: um experimento no Guri; Informal learning practices in woodwind group lessons: an experiment at Guri program

Leme, Luis Santiago Malaga
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 22/10/2012 PT
Relevância na Pesquisa
96.47%
Este trabalho apresenta algumas contribuições para uma atualização metodológica e pedagógica do ensino de instrumentos de sopro em aulas coletivas inspirado pelas práticas informais de aprendizagem identificadas por Green (2008), Braga (2005) e Priest (1989) entre outros. As práticas informais são um conjunto de atividades identificadas pela literatura como típicas da música popular ou tradicional que possuem interesse para a educação musical formal. Suas características principais podem ser resumidas como: concessão de espaço e tempo para os alunos improvisarem e experimentarem; livre escolha do repertório e; maior uso de modelos visuais e sonoros dados pelo professor e por gravações trazidas à sala de aula. As práticas informais estão de acordo com a pedagogia de Paulo Freire na medida em que colocam a autonomia como meio de aprendizagem e não apenas como finalidade. A formalização das práticas musicais na direção da escrita e leitura de partituras é um processo antigo correlacionado ao desenvolvimento do racionalismo na história do pensamento ocidental em sua busca pela precisão, segundo Koellreutter (Brito, 2007). O caminho que as práticas musicais tomaram teve seu ápice no século XIX, sendo que o sistema de ensino dos conservatórios constituído nesta época perdura até os dias de hoje na educação musical...

Mature students using mobile devices in life and learning

Kukulska-Hulme, Agnes; Pettit, John; Bradley, Linda; Carvalho, Ana Amélia Amorim; Herrington, Anthony; Kennedy, David; Walker, Aisha
Fonte: IGI Publicador: IGI
Tipo: Artigo de Revista Científica
Publicado em //2011 ENG
Relevância na Pesquisa
46%
The paper reports on research concerned with learners’ uses of mobile technologies based on an international survey which targeted students registered on selected master’s and doctoral programmes in Australia, Hong Kong, Portugal, Sweden and the United Kingdom. The survey findings were enriched by local knowledge, as the authors administered questionnaires in their own countries. The research gives an account of uses of handheld devices by students from departments of education, educational technology, engineering, and information technology, in the domains of learning, work, social interaction and entertainment. It illuminates learners’ choices in the midst of evolving social practices, and challenges the common preconception that mobile devices are not suitable for academic study. In today’s global education marketplace, educators need to get to know the technology habits and expectations of their students, including those from other countries. Knowing about students’ previous practices and the techno-cultural setting they come from, can help institutions to determine what types of mobile applications will be most appropriate to support learning.

Adoção de uma plataforma de e-learning no ensino superior : o caso da Faculdade de Farmácia da Universidade de Lisboa

Campaniço, Bertolino José Raposo, 1975-
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Dissertação de Mestrado
Publicado em //2013 POR
Relevância na Pesquisa
45.98%
Trabalho de Projeto de mestrado, Tecnologias e Metodologias em E-learning, Universidade de Lisboa, Instituto de Educação, Faculdade de Ciências, 2013; As tecnologias de informação e comunicação (TIC) desempenham um papel central nas nossas vidas. A maioria dos processos que diariamente executamos passam por estes canais digitais. O espectro de aplicação destas tecnologias é infindável. No setor da educação, as TIC podem desempenhar um papel central na promoção de uma aprendizagem mais ativa e construtiva. Com o crescente aumento da interatividade, torna-se praticável a possibilidade de implementação de novos modelos de educação à distância (EaD), de modo a suprir as limitações que surgem no sistema educativo tradicional. Em resultado, novos modelos e mecanismos de formação emergem, aprendizagens formais e informais, o que consequentemente requer novas formas de suporte à aprendizagem. Neste domínio, as Plataformas de e-Learning assumem-se como ferramentas dinâmicas e integradoras de vários recursos tecnológicos e, por essa razão, configuram-se como um meio privilegiado para uma comunicação mais eficiente entre aluno e professor. A sua integração na prática letiva carece do cumprimento de um conjunto de requisitos...

Projecto de comunidade de prática para a aprendizagem formal e informal

Anjos, André Fernando Martins dos
Fonte: Instituto Universitário de Lisboa Publicador: Instituto Universitário de Lisboa
Tipo: Dissertação de Mestrado
Publicado em 26/08/2010 POR
Relevância na Pesquisa
56.24%
As novas tecnologias asseguraram uma mudança de paradigma no modo como aprendemos, potenciando as metodologias de aprendizagem formal e informal através das redes sociais e comunidades virtuais. Perante a necessidade crescente de focalizar o conhecimento informal através da partilha de experiências e do conhecimento implícito dos indivíduos nas organizações, este projecto assume uma proposta de criação de uma comunidade de prática focalizada para os gestores de equipa na administração pública (dirigentes intermédios) que têm como objectivos de desempenho o desenho de novas metodologias de aprendizagem suportadas pelas TIC. A Comunidade de Prática para a Aprendizagem Formal e Informal constitui-se como uma estratégia que visa a incorporação das tecnologias da informação e da comunicação nas metodologias de aprendizagem, de modo a possibilitar a produção de boas práticas passíveis de ser incorporadas em vários contextos e divulgadas no sector público.; New technologies have induced a shift in the paradigm of the way we learn by enhancing the formal and informal learning methodologies provided by social networks and virtual communities. The growing need to focus on informal knowledge through the sharing of people’s experiences and of the implicit knowledge in organisations...

Beyond the studio: collaboration and learning outside the formal design studio

McMahon, Muireann; Kiernan, Louise
Fonte: Common Ground Publishing Publicador: Common Ground Publishing
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
ENG
Relevância na Pesquisa
46.07%
peer-reviewed; The Design Studio is seen as an integral part of all design practice, both professional and educational. It is the creative environment where ideas are conceived, developed and shared amongst the collective. In the design student’s eyes, however it can sometimes have associations with ‘work’ and assignments causing negative connotations. These associations can dilute the creative atmosphere of the studio and lead to strategic learning on the students’ part where they strive for marks instead of a holistic learning experience. This paper explores student design ‘work’, undertaken outside the conventional studio setting, through a series of novel design-based activities which emphasise collaboration and participation. The intention of these is to encourage voluntary (not assessment driven) participation in creative practices within an environment that is fun and light-hearted. The first activity was a co-design project between design students and community partners. The second involved a number of short multi-disciplinary projects between Product Design, Marketing and Architecture students, using a design slam format (short design challenges where the ideas developed during these projects are generated and realised over a limited period of time). The final activity was a strategy used to encourage informal interclass dialogue between design students through an open platform where parity exists between students and lecturers. This paper draws together the experiences of both students and tutors from these activities and reflects on how informal learning activities can engage...

University students face-up to their informal learning practices and cognitive learning strategies with Facebook

Vivian, R.
Fonte: Association for the Advancement of Computing in Education Publicador: Association for the Advancement of Computing in Education
Tipo: Conference paper
Publicado em //2011 EN
Relevância na Pesquisa
56.21%
This paper explores student Facebook use and practices for informal learning. Data was obtained from an online discussion group with 15 students at the University of South Australia, as well as drawing upon student Facebook Wall activity. This research found that most students believed Facebook was a distraction and source of procrastination during study. Students fell into three groupings of student-initiated access to Facebook during study: Open Access, Restricted Access and Closed Access. Students employed cognitive learning strategies to control their access to Facebook and minimise the site as a distraction, as well as strategies to assist their learning. These findings suggest whilst there are associated advantages, use of Facebook for formal learning may pose implications for student productivity. However, explorations of student cognitive learning strategies in such contexts may assist to inform about successful learning practices.; Rebecca Vivian

Innovating Teaching and Learning Practices: Key Elements for Developing Creative Classrooms in Europe

BOCCONI STEFANIA; KAMPYLIS PANAGIOTIS; PUNIE Yves
Fonte: elearningeuropa.info Publicador: elearningeuropa.info
Tipo: Articles in Journals Formato: Online
ENG
Relevância na Pesquisa
46.12%
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings. The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning. A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.; JRC.J.3-Information Society

Innovating teaching and learning practices: Key elements for developing Creative Classrooms in Europe

BOCCONI Stefania; KAMPYLIS PANAGIOTIS; PUNIE Yves
Fonte: eLearningeuropa.info Publicador: eLearningeuropa.info
Tipo: Articles in periodicals and books Formato: Online
ENG
Relevância na Pesquisa
46.12%
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings. The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning. A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.; JRC.J.3-Information Society

Entrepreneurial learning in higher education: perceptions, realities and collaborative work from the stakeholder point of view

Marques, Ana Paula
Fonte: EUSER (European Center for Science Education and Research) Publicador: EUSER (European Center for Science Education and Research)
Tipo: Artigo de Revista Científica
Publicado em /09/2015 ENG
Relevância na Pesquisa
46.18%
In recent years, Portuguese universities have diversified their strategies for the promotion of entrepreneurial education among (under/post) graduates, both through formal education and non- formal and informal activities. Indeed, Higher Education Institutions can provide entrepreneurial learning opportunities for students, stimulating new attitudes and behaviours towards entrepreneurship. In terms of non-formal and informal learning, various types of activity are of particular significance, and include entrepreneurship promotion and skills-based training, as well as monitoring of the development of ideas and projects. These activities are undertaken by various higher education stakeholders and key-actors, who contribute to the construction of an entrepreneurial ecosystem, and increase entrepreneurial spirit in (under/post) graduates. The research reported here is based on the main findings gathered from the ongoing project "Entrepreneurial Learning, Cooperation and the Labour Market: Good Practices in Higher Education (POAT-FSE)", focusing particularly on the results of a survey questionnaire completed by a diverse sample of entities linked to Portuguese public Higher Education Institutions (HEIs) and working to promote non-formal and informal entrepreneurial activities...

Entrepreneurial learning in higher education: perceptions, realities and collaborative work from the stakeholder point of view

Marques, Ana Paula
Fonte: EUSER Publicador: EUSER
Tipo: Conferência ou Objeto de Conferência
Publicado em //2015 ENG
Relevância na Pesquisa
46.18%
In recent years, Portuguese universities have diversified their strategies for the promotion of entrepreneurial education among (under/post) graduates, both through formal education and non- formal and informal activities. Indeed, Higher Education Institutions can provide entrepreneurial learning opportunities for students, stimulating new attitudes and behaviours towards entrepreneurship. In terms of non-formal and informal learning, various types of activity are of particular significance, and include entrepreneurship promotion and skills-based training, as well as monitoring of the development of ideas and projects. These activities are undertaken by various higher education stakeholders and key-actors, who contribute to the construction of an entrepreneurial ecosystem, and increase entrepreneurial spirit in (under/post) graduates. The research reported here is based on the main findings gathered from the ongoing project "Entrepreneurial Learning, Cooperation and the Labour Market: Good Practices in Higher Education (POAT-FSE)", focusing particularly on the results of a survey questionnaire completed by a diverse sample of entities linked to Portuguese public Higher Education Institutions (HEIs) and working to promote nonformal and informal entrepreneurial activities...

Learning and Results in World Bank Operations; Toward a New Learning Strategy, Evaluation 2

Independent Evaluation Group
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Report; Publications & Research; Publications & Research :: Working Paper
ENGLISH; EN_US
Relevância na Pesquisa
56.32%
This report is the second in a program of evaluations that the independent evaluation group (IEG) is conducting on the learning that takes place through World Bank projects. Learning and knowledge are treated as parts of a whole and are presumed to be mutually reinforcing. The evaluation program addresses the following overarching questions: how well has the World Bank learned in its lending operations?; and what is the scope for improving how it generates, accesses, and uses learning and knowledge in these operations? Evaluation two includes findings from seven country case studies and interviews with Bank staff about their early experience of working within the Bank’s new global practices structure, which became operational on July 1, 2014. The aim is to assess the pre-FY2015 evidence in light of the new structure and roles, and to ask how long-term trends are likely to be modified as reforms evolve. Surveys and interviews reveal that, when it comes to managing projects, Bank staff rely first and foremost on a process of informal learning...

The learner’s perspective in GP teaching practices with multi-level learners: a qualitative study

Thomson, Jennifer S; Anderson, Katrina; Haesler, Emily; Barnard, Amanda; Glasgow, Nicholas
Fonte: BioMed Central Publicador: BioMed Central
Tipo: Artigo de Revista Científica Formato: 10 pages
Relevância na Pesquisa
46.15%
BACKGROUND Medical students, junior hospital doctors on rotation and general practice (GP) registrars are undertaking their training in clinical general practices in increasing numbers in Australia. Some practices have four levels of learner. This study aimed to explore how multi-level teaching (also called vertical integration of GP education and training) is occurring in clinical general practice and the impact of such teaching on the learner. METHODS A qualitative research methodology was used with face-to-face, semi-structured interviews of medical students, junior hospital doctors, GP registrars and GP teachers in eight training practices in the region that taught all levels of learners. Interviews were audio-recorded and transcribed. Qualitative analysis was conducted using thematic analysis techniques aided by the use of the software package N-Vivo 9. Primary themes were identified and categorised by the co-investigators. RESULTS 52 interviews were completed and analysed. Themes were identified relating to both the practice learning environment and teaching methods used.A practice environment where there is a strong teaching culture, enjoyment of learning, and flexible learning methods, as well as learning spaces and organised teaching arrangements...

The Black Box of Governmental Learning : The Learning Spiral - A Concept to Organize Learning in Governments

Blindenbacher, Raoul; Nashat, Bidjan
Fonte: World Bank Publicador: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH
Relevância na Pesquisa
45.99%
There are more poor people and poverty reaches further into middle-income countries around the world than ever before. Adequate governmental capacity development is considered one of the critical missing factors in current efforts to reduce poverty and, by doing so, to meet the millennium development goals. If the development of sustainable capacity is not given greater attention in the near future, development efforts in the poorest countries are expected to fail even if they are supported with substantially increased funding. One effective way to improve the quality of democratic governments is by their learning from the past and from each other's experiences. But to what extent are governments capable of and/or willing to learn? And if they are, what are they supposed to learn-and how? Is the way they learn different from the way individuals or organizations learn? Under what conditions do they learn best, and to what extent can learning events enhance their capacities to improve the performance of their public sectors? These and many related questions are examined in the black box of governmental learning.

Learning and Results in World Bank Operations : How the Bank Learns, Evaluation 1

Independent Evaluation Group
Fonte: World Bank Group, Washington, DC Publicador: World Bank Group, Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
46.12%
Knowledge, learning, and innovation are one of eight objectives that will be monitored in the Bank's new strategy. The independent evaluation group (IEG) is conducting a program of learning and results evaluations to promote a better understanding of how the World Bank acquires, captures, and transfers knowledge and learning in its lending operations, and what scope there is for improving. The objective of the program is to delineate attributes of effective learning in World Bank lending. These attributes refer to learning into lending (inputs into project design); learning while lending (feedback and modifications of design and implementation while the project is underway); and learning from lending (lessons from the project that were transmitted to other projects). The evaluation program will assess how the Bank can become better at generating, accessing, and using learning and knowledge in its lending operations. It acknowledges the importance of the feedback from knowledge to learning and from learning back to enhanced knowledge. The report is organized as follows: chapter one gives approach and context. Chapter two explores two essential aspects of learning - knowledge exploitation and knowledge exploration and the factors influencing them. Chapter three examines the contribution of mentoring. Chapter four addresses the extent to which incentives...

A good and worthwhile life: The nature and impact of elementary teacher personal learning

Ogden, Holly
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
46.11%
This three-phase qualitative study examined the significance of personal learning in the lives of full-time elementary school teachers in Ontario, Canada. The research aimed to provide an awareness of the effects of engaged personal learning on teachers’ in-school practices and on student engagement in school. An online questionnaire was used as the initial exploratory tool. The questionnaire was completed by 87 Ontario elementary teachers, and results were stratified by age, gender, range of learning experiences, and career stage. The questionnaire was used to generate descriptive statistics, identify how elementary teachers pursue personal learning interests across different career stages, and gather open responses, in order to determine how teachers characterize their engagement in personal learning opportunities. Semi-structured interviews were conducted with eleven participants to characterize the teachers’ learning experiences, and to explore their views as to how their learning affected them personally and professionally. Classroom observations ensued with three of the interviewees. The data analysis indicated that the nature of personal learning varies across different career stages, and that such learning occurs most often in an informal setting. It also revealed the significance of learning opportunities that both challenge and extend knowledge in real-life contexts and/or that is social or collaborative in nature. Three themes—connections...

O papel dos ambientes online no desenvolvimento da aprendizagem informal

Viana, Joana Andreia Domingues, 1983-
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em //2009 POR
Relevância na Pesquisa
46.27%
Tese de mestrado, Ciências da Educação (Tecnologias Educativas), Universidade de Lisboa, Faculdade de Psicologia e de Ciências da Educação, 2009; Este trabalho visa investigar o modo como os ambientes online contribuem para o desenvolvimento da aprendizagem informal e como se caracteriza esta aprendizagem. Centra-se nas temáticas da aprendizagem informal e nas potencialidades dos ambientes online para esta aprendizagem. Neste sentido, este estudo desenvolve-se em torno da análise e interpretação da aprendizagem informal em ambientes online, com enfoque na identificação do tipo de ambientes online mais usados para adquirir conhecimentos, dos tipos de conhecimento que são adquiridos em ambientes online, e, sobretudo, no contributo dos ambientes online para o desenvolvimento da aprendizagem informal. Orientámos o nosso estudo com base numa abordagem de natureza qualitativa, de cariz descritivo e interpretativo, sendo a estratégia adoptada o estudo de casos múltiplos. Relativamente à recolha de dados, utilizámos técnicas que considerámos adequadas aos objectivos definidos e nos possibilitaram a obtenção de informação necessária sobre o objecto em estudo, designadamente entrevistas semi-estruturadas, observação das práticas online e a análise de documentos produzidos pelos participantes. Os resultados mostram que os sujeitos estudados adquirem conhecimentos de tipo diversificado - declarativo...

El aprendizaje informal en comunidades de práctica virtuales en la administración pública: evaluación y acreditación

Fernández de Álava, Miren
Fonte: [Barcelona] : Universitat Autònoma de Barcelona, Publicador: [Barcelona] : Universitat Autònoma de Barcelona,
Tipo: Tesis i dissertacions electròniques; info:eu-repo/semantics/doctoralThesis; info:eu-repo/semantics/publishedVersion
Publicado em //2015 SPA
Relevância na Pesquisa
56.26%
En las últimas décadas, y con objeto de responder a las exigencias de una sociedad en constante evolución, resulta necesario considerar otras formas de acceder al conocimiento, además de las tradicionales y ligadas a los procesos de formación reglada y formal establecidos. Al respecto, muchas organizaciones se han centrado en detectar cómo sus miembros aprenden informalmente en su puesto de trabajo gracias a la estrecha conexión que existe entre el contexto laboral y el aprendizaje. Es importante, al respecto, identificar los aprendizajes adquiridos informalmente para facilitar la planificación e implementación de estrategias para capturar, transformar, compartir y diseminar el conocimiento (Marsick y Watkins, 1999; Nonaka y Takeuchi, 1995). Desde esta perspectiva, las comunidades de práctica son una buena estrategia para agrupar a personas que tienen un interés, una problemática o un desafío común para que compartan sus conocimientos, habilidades y experiencias, y aprendan juntos a raíz de este intercambio. La presente investigación se sitúa en este marco contextual. En el contexto español, y, más concretamente, en la Administración pública catalana, hay varias experiencias donde los profesionales pueden trabajar de manera colaborativa...

Aprenentatge entre iguals i aprenentatge informal a l'organització : plantejament d'un nou itinerari d'investigació per a l'aprenentatge organitzatiu

Riera Claret, Carlota
Fonte: [Barcelona] : Universitat Autònoma de Barcelona, Publicador: [Barcelona] : Universitat Autònoma de Barcelona,
Tipo: Tesis i dissertacions electròniques; info:eu-repo/semantics/doctoralThesis Formato: application/pdf
Publicado em //2013 CAT; CAT
Relevância na Pesquisa
36.28%
Aquesta tesi planteja un nou itinerari d'investigació per a l'aprenentatge a les organitzacions. Per fer-ho, proposa un nou model teòric que s'articula a partir de tres elements: aprenentatge organitzatiu, aprenentatge entre iguals i aprenentatge informal. El disseny metodològic del projecte s'ha estructurat entorn la idea de recollir i analitzar relats de persones, en què expliquen la seva experiència de socialització i aprenentatge en una organització; interpretar la narració que fan del propi aprenentatge, de l'aprenentatge institucional i del valor que atribueixen, en aquest procés, a la interacció no formal amb altres persones identificades com a iguals. És per aquest motiu que la proposta metodològica s'ha basat en l'observació participant, acompanyada d'entrevistes semi-estructurades. Mitjançant la tècnica etnogràfica, s'ha realitzat una immersió de nou mesos en un servei mèdic d'una organització sanitària de nivell II. A partir del treball de camp i del procés analític dels diferents registres recollits -registres d'observació, converses informals i entrevistes transcrites-, es desenvolupen sis línies de resultats: a) tendència a formalitzar per part de l'organització, b) predomini d'un discurs de cientificitat...

Student perceptions of informal learning experiences in instrumental music ensembles: a phenomenology

Bersh, Brian
Fonte: University of Delaware Publicador: University of Delaware
Tipo: Tese de Doutorado
Relevância na Pesquisa
46.19%
Frank Abrahams; As music educators search for ways to engage their students in musical practice that is culturally and socially relevant, the use of informal music practices as a means of instruction is gaining popularity. The purpose of this research was to understand the perspectives of adolescent music students as they engaged in informal music learning experiences within the context of their school music ensembles. Specifically, the research examined to what extent participation in informal learning contexts impact student practice, musical achievement, the quality of students’ experiences in their school music ensemble, and students’ self-perceptions. Data included participant journal entries, video and audio taped rehearsals, semi-structured interviews with students and teachers, field notes, and pre- and post-project questionnaires. The researcher found that students who were actively engaged within informal learning contexts developed new strategies for music learning, and students perceived that they gained greater confidence in their ability to learn independently, recognized benefits from collaborations with peers, were more thorough in their practice and became more productive in their school ensembles. The researcher recommends that teachers situate learning contexts in ways that encourage student ownership over aspects of their learning...