Abstract
Como corolário do trabalho de investigação e desenvolvimento, iniciado em 1996, na área das tecnologias da comunicação e dos serviços multimédia em contexto de formação profissional, pretende-se, com este estudo, identificar os principais contributos das ciências e tecnologias da comunicação e da educação nos processos de especificação, concepção, desenvolvimento e utilização do sistema de gestão de aprendizagem Formare, em contexto de formação profissional. Tendo em conta a fundamentação teórica, a participação em projectos de investigação e de inovação e uma vivência prática de mais de 14 anos de actividade na área do ensino a distância, do eLearning e do bLearning em contexto empresarial, desenvolveu-se um modelo conceptual para a nova versão do LMS Formare baseada nos fundamentos da comunicação e da gestão da aprendizagem em ambiente real de utilização. Para além de estudar os fundamentos das Learning Organizations, do Ensino a Distância, da Comunicação Educacional Multimédia, do eLearning, do bLearning e dos seus principais componentes, esta tese focaliza-se na análise de dois estudos de caso, suportados pelo Formare – um, em contexto de Auto-aprendizagem no Campus PT, e outro, em contexto de Aprendizagem Colaborativa na Formação de eFormadores. Pela análise das conclusões de cada um dos estudos de caso realizados, foi possível validar as opções tecnológicas e pedagógicas utilizadas, conhecer a percepção, o grau de utilização e a avaliação pedagógica dos formandos, assim como identificar os principais indicadores de implementação do eLearning nas organizações que aderiram ao LMS Formare. A tese termina com a apresentação dos principais resultados, limitações e conclusões do estudo de investigação, e apresenta um conjunto de considerações futuras nesta área de actividade, esperando contribuir para o desenvolvimento do eLearning em contexto de uma Learning Organization.;This study has grown out of research and development work, begun in 1996, in the field of communication technologies and multimedia services in the context of professional training. It has been designed to identify and report on the factors that determine the way in which communication technologies influence the performance of learners in learning contexts and distributed learning communities and in eLearning and bLearning environments. It is based on the specification and validation experience that has been gained from solutions used in the “Formare” learning management system. A conceptual model for the new version of LMS Formare has been developed on the basis of a number of factors. These include a theoretical framework, research outcomes and the results of innovation projects allied with 14 years professional experience of delivering distance teaching, eLearning and bLearning in a business context, this delivery being based on the principles of communication and the management of learning in real learning environments. In addition to investigating the underlying principles and main components of learning organizations, distance teaching, communication, multimedia education, eLearning and bLearning, this thesis focuses on the analysis of two case studies supported by Formare. The first of these involves self-learning on Campus PT and the second collaborative learning in the context of training eTrainers. For each of the case studies, the technological and pedagogical options employed were analyzed and validated. Data was collected on trainee’s perceptions, degree of use and pedagogical assessments. The main conclusions and indicators involved in implementing eLearning in organizations using LMS Formare were also identified. The thesis draws these various threads together by presenting the main results, limitations and conclusions of the research. It also outlines a number of concerns bearing on future activity in this area, thus attempting to contribute to the development of eLearning in Learning Organizations.

Abstract
Professional training is nowadays an essential activity in any organization. This activity is particularly important in an onboarding/ organizational socialization stage in which new employees should familiarize themselves with organizational praxis, values and behaviors. © 2011 AISTI.

Abstract

Abstract
Presently, multi-touch interactive surfaces have widespread adoption as entertainment devices. Taking advantage of such devices, we present an interactive LEGO application, developed accordingly to an adaptation of building block metaphors and direct multi-touch manipulation. Our solution (LTouchIt) allows users to create 3D models on a tabletop surface. To prove the validity of our approach, we compared LTouchIt with two LEGO applications, conducting a user study with 20 participants. The results suggest that our touch-based application can compete with existing mouse-based applications. It provides users with a hands-on experience, which we believe to be more adequate for entertainment purposes.

Abstract
Recently, considerable research has been carried out regarding three-dimensional object manipulation on multi-touch surfaces. However, most current solutions were developed having in mind scenarios with a camera perpendicular to a scene axis, and cannot be easily used to manipulate three-dimensional objects in unconstrained viewpoints. In this paper, we present and evaluate a set of object manipulation techniques. As a test bed for this study, we used an unconstrained virtual LEGO modeling tool, taking advantage of ongoing work and popularity of LEGO construction among people of all ages. From this evaluation we improved our understanding on how users prefer to manipulate 3D objects on multi-touch surfaces.

Abstract
Multitouch enabled surfaces can bring advantages to modelling scenarios, in particular if bimanual and pen input can be combined. In this work, we assess the suitability of multitouch interfaces to 3D sketching tasks. We developed a multitouch enabled version of ShapeShop, whereby bimanual gestures allow users to explore the canvas through camera operations while using a pen to sketch. This provides a comfortable setting familiar to most users. Our contribution focuses on comparing the combined approach (bimanual and pen) to the pen-only interface for similar tasks. We conducted the evaluation helped by ten sketching experts who exercised both techniques. Results show that our approach both simplifies workflow and lowers task times, when compared to the pen-only interface, which is what most current sketching applications provide. © 2011 ACM.