<span>The purpose of this study was to examine lecturers' attitudes towards learning management systems (LMS), with particular reference to identifying obstacles to increased use. At the University College of Borås, Sweden, 22 lecturers who had used </span><em>WebCT</em><span> during the previous 9 months were interviewed. The answers show that most of the lecturers, including those who only used minor parts of the LMS, believed that they could benefit from using a LMS in the future. The study did not support the hypothesis that fear of the complexity of the system or unwanted effects on education are important reasons for lecturers not to use the LMS. When lecturers decide individually to use tools in the LMS, the major concern is the initial amount of work compared with the expected benefits. Due to the benefits of a fully implemented LMS and the results of this study, it is recommended that institutions in higher education take actions to establish LMS as a standard tool, and support development of the lecturers' professional competence.</span>

In this paper the authors analyse the design and implementation of a course about learning management systems (LMS). The course was first given in Cuba and then in Guatemala and Peru, within the project USo+I: Universidad, Sociedad e Innovación, Mejora de la pertinencia de la educación en las ingenierías de Latinoamérica financed by the European Union's ALFA III program. In the course only open educational resources (OER) were used and all course material was stored on USB drives together with the needed software. All programs were executable directly from the memory to meet any problems of limited access to the Internet. Problem based learning was used, with the course divided into two weeks of on campus lectures and workshops followed by distance learning for three months, altogether corresponding to ten weeks of full time studies. The authors propose the term LiveUSB Mediated Education (LUME) for a course package, with course material and software contained on the same USB drive. The participants' opinions about the course and their perceptions about LMS and OER were investigated in order to determine the extent to which the LUME method can facilitate cost-effective computer aided education, especially in developing countries.

Na década de 1970, passaram a ser requisitados dos trabalhadores novos domínios teóricos, técnicos e relacionais, fazendo emergir o paradigma das competências, que se inseriu no mundo laboral, delimitando um campo difuso e aberto a novas descobertas relativas ao seu conceito, a sua constituição e aplicabilidade. Constitui-se como objetivo desta pesquisa classificar as competências profissionais por meio da análise de publicações realizadas no Brasil, na Espanha e Suécia, na transição do século XX para o século XXI, distinguindo, a partir de dimensões identificadas, as competências transversais atribuídas aos trabalhadores de forma geral daquelas vinculadas especificamente aos docentes. Tendo como suporte as pesquisas bibliográfica e documental e a abordagem qualitativa, os dados foram coletados mediante a análise de autores de referência, de documentos de órgãos governamentais e de entidades dos três países. Os resultados indicam que as competências transversais destacadas são vinculadas a dez dimensões e que, na definição das competências específicas da docência, existe a necessidade de incluir a dimensão conceitual, em função de o docente ter, entre suas exigências profissionais, a compreensão de diferentes perspectivas pedagógicas e sua repercussão nos processos de ensino e aprendizagem.