Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
D'Oliveira, Thiago Cantarim
 |
| Orientador(a): |
Getschko, Demi |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Tecnologias da Inteligência e Design Digital
|
| Departamento: |
Faculdade de Ciências Exatas e Tecnologia
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/18113
|
Resumo: |
This study aims to investigate how the collection of information resources available through the Moodle, such as logs, activity reports, user profile and evaluation questionnaires, can become an instrument for the Taxonomy of Educational Objectives by Benjamin Bloom as described evaluation method, it being one of the references to the analysis of learning gains of participants in distance courses conducted via the web. Moodle describes the navigation data of the users into four categories, View, Add, Update and Cancel. We will understand only some factors here's Taxonomy, studies concerning the functions of evaluation, said as diagnostic, control and classification. In the work taken as diagnostic, formative and summative. Conceptually this study will focus on summative evaluation, made possible by the facilities found in the Moodle web systems that allow full control of user navigation. Constantly used tool in the evaluation in virtual environments are questionnaires that make direct reference to the contents worked. But still emerging studies that discuss the range of evaluation in virtual environments, considering all its stages. The case study research are the courses conducted by the project Itaú-Unicef Award, 2149 professionals attended these courses non-governmental organizations that make some kind of working with children and adolescents 0-18 years. We offered 10 courses distributed in 56 classes. The data obtained in these courses were analyzed using the method of Bloom and its aftermath served as input for management intervention courses at the moment that a certain behavior is identified. At the end we hope to obtain an analytical panel where you can view the successful and critical points of each course, assisting in the decision making of managers in the course changes and changes necessary to further serve the public project |
