Dissertationen zum Thema „Education Scenario“

The Joint Commission reported that communication failures in United States hospitals contribute to 30% of all malpractice claims, and in 2008, The Joint Commission listed the improvement of effective communication among healthcare providers as a National Patient Safety Goal. The purpose of this practice-focused project was to develop a scenario-based communication simulation for implementation approval by a panel of experts. The approved curriculum was designed to integrate a communication-based simulation scenario into the nurse residency program of a large, urban medical center to improve new graduate nurse communication skills, increase nurse communication competency and self-efficacy, and decrease communication errors. Kolb's experiential learning theory guided the simulation-based educational project. The Delphi technique was used to achieve consensus, which was achieved with 1 Delphi round. The education curriculum was presented to a 5-member expert panel that included chief nursing officers and the staff development directors. The curriculum received panel feedback and approval for implementation in the 2019 nurse residency program. Key comments from the expert panel indicated that the curriculum was approved without major changes. A simulation communication curriculum integrated into the nurse residency program may effect positive social change by decreasing errors and improving patient outcomes.

Scenario-based instructional design is ideal for workplace training, as it promotes practical and performance-based learning through the use of realistic situations. The research problem is a need for well-defined heuristics, what Gibbons (2014) called operational principles and what York and Ertmer (2011) called rules of thumb, being basic guidelines that promote and characterize expertise, in the area of scenario-based online instruction. The purpose of this Delphi study was to gather expert feedback on ideas in the form of a set of best practices for scenario-based online instructional design for the workplace. The research questions break down the topic into four basic areas: identifying a learning problem, discovering scaffolds or learning resources, maintaining project momentum, and essential concerns for instructional development. Experts in workplace scenario-based instructional design, with particular emphasis on professionals with an online or academic presence, were recruited as subjects. A detailed review of the literature gathered forty-two original statements that were organized into five categories. Per Delphi methodology, the study was conducted as a three round iterative online instrument. Subjects were asked to rate each statement and to provide additional statements to clarify and expand on their best practices based on their experience. Twenty-nine subjects completed all three rounds of the research study. While the statements express a wide variety of best practices for the field, recommendations for further research generally focused on thoughtful consideration of the learner, the instructional development team, and a focus on the integrity or realistic authenticity of the learning scenario, throughout the instructional experience.

Nurse practitioners are trained to use the electronic medical record (EMR) to document. Documentation in the EMR is often found to be incomplete, inaccurate, and unreliable, which affects the quality of care and patient safety outcomes. The purpose of the project was to improve the efficiency and effectiveness of nurse practitioners' documentation in the EMR. Malcolm Knowles' adult learning theory was used in this project to develop the education program. Kirkpatrick's training evaluation model was also used to analyze and evaluate the project. The study population included 5 primary care nurse practitioners in an ambulatory care setting using Cerner EMR. The practice-focused question was centered on whether a structured scenario-based training in Cerner would improve the completeness, accuracy, and reliability of EMR documentation. The 5 nurse practitioners were educated using structured, scenario-based training in EMR. The Cerner Advance database showed that there was an average decrease of two seconds in the documentation post-education when compared to the documentation time pre-education. Results for patient quality outcomes indicated that 2 out of 3 quality measures were performed above the national mean. The implication of this study for positive social change includes providing structured education using scenario-based training to help nurse practitioners provide quality care and promote better patient outcomes.

Includes bibliographical references.
The focus of this study is pedagogy - the 'how' of teaching. In particular, a negotiated and multimodal pedagogical approach which I have coined scenario pedagogy is of interest. Scenario pedagogy involves embedding an entire curriculum into a topical and authentic scenario, relevant to a particular group of students in higher education. The course in question is professional communication and the target group comprises senior and post-graduate accounting and other finance and information systems students registered in the commerce faculty. They are not communication students per se but register for a one-semester professional communication course towards their respective commerce degrees. In this study I examine how these students develop their professional communication practices using a wide variety of verbal and visual semiotic resources. Their selection of hybrid discursive, generic and modal resources are foregrounded at both draft and final product stage and include their communicative processes as well as the material artefacts they deliver in class. How students instantiate their meaning making and emerging identity as professionals-to-be is highlighted against a pedagogical framework of negotiated design. This framework combines a multiliteracies cum multimodal perspective which is underpinned by the notion of transformed practice. As pivotal elements of transformation - personally, collectively and societally - education and communication play significant roles, particularly in post-Apartheid South Africa still characterised by enormous socio-economic disparities and disadvantage.

Learning while studying is an individual process of actively acquiring knowledge through the co-construction of knowledge resources under supervision by teaching mentors. Mentoring activity typically consists of the interaction of two areas, namely the personal relationship between mentor and mentee, as well as individualized guidance on performance at the factual level, i.e. the partial result-based evaluation of the previous and advice on the future learning process. This in-process feedback is considered to be a key impact factor in learning success in international educational research, provided that it is as direct and as accurate as possible (Hattie & Yates, 2014). [... from the Indroduction]

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Neste começo de século, a relação entre a escola e as profundas transformações que vêm ocorrendo no mundo do trabalho tem sido, seja em nível local ou global, um dos temas mais controversos no campo educacional. Em parte, o distanciamento cada vez mais demasiado dos aparelhos de socialização primário e secundário, sobretudo da escola e do mundo do trabalho, vem colocando em xeque a legitimidade cultural da forma escolar. Em busca de um novo paradigma escolar adaptado às particularidades do século XXI, as reformas educacionais em larga escala - que culminaram no final da década de 1990 - estimularam inúmeras intervenções e disputas ideológicas em torno dos objetivos escolares. Esta dissertação, por conseguinte, tem como intuito explorar o quanto essas transformações influenciaram - e ainda influenciam - o mundo escolar, exigindo do mesmo uma readaptação e, consequentemente, uma reformulação de determinados saberes. O resultado é uma escola sitiada por organismos externos que, no limite, traçam diretrizes e impõem suas vontades, em conformidade com uma concorrência e lógica global de ensino. Utilizando instrumentos de avaliação e inúmeros incentivos à busca por melhores resultados, percebemos o quanto os valores da escola, à sombra de aparatos burocráticos, são tensionados e desvirtuados. Quando o sistema escolar para de se interrogar sobre o seus princípios gerais, conteúdos e formas de ensino, transformando-se apenas em um serviço administrativo, temos que novamente repensar o papel da escola à luz de algumas observações.
At the beginning of this century, the relationship between the school and the profound transformations which have taken place in the labor world have become, either at a local or global level, one the most controversial topics in the field of education. To some extent, the growing gap of the primary and secondary socialization instruments, has put the cultural legitimacy of the school form in check. Upon looking for a school paradigm adapted to the particularities of the twenty-first century, the large scale educational reforms - which happened at the end of the decade of 1990 - have stimulated inumerous ideological interventions and disputes. This dissertation is looking for a way to explore how much these transformations influenced - and still influence - the world of education, demanding a rehabilitation and, hence, a recasting of certain knowledges. The result is a besieged school by external organisms, which set guidelines and impose their wills, in conformity with a dispute and global logic of teaching. Using instruments of evaluation and inumerous incentives to the search for better results, we notice how much the school values, due to burocratic mechanisms, are undermined. When the education system stops questioning about its general principles, contents and ways of teaching, becoming only an administrative service, we must reconsider the role of the school in relation to some observations.

Researchers have determined that concept maps serve as effective tools in the traditional science classroom. The purpose of this experimental study was to investigate concept mapping as a tool for student knowledge acquisition in 10th grade science for students in distance learning situations. Research questions were designed to investigate the influence of concept mapping on rate and quality of student knowledge acquisition and retention. This study was a pretest-posttest 2-group comparison study, constructivist in nature and based on the theory of cognitive learning. Participants included 36 students in the 10th grade at an inner-city school in the United States. Control and treatment groups participated in completing pre and posttesting to establish standards for initial understanding and knowledge acquired. Pretest scores were used in a 2-tailed t test to establish equivalence between groups at the beginning of the study. ANOVA was used with test gains to determine differences between treatment and control groups. Cronbach's alpha was conducted to test for concept map interrater reliability. A 2-tailed t test for matched groups was used with concept map scores and treatment group test gains to determine any relationship. No statistically significant relationship between the use of concept maps and distance learning was found. Recommendations for future research include a wider age range for participants and investigations of academic areas such as reading, writing, mathematics, and language acquisition, native and foreign. Implications for positive social change include research with altered parameters to identify an existing tool that may be used by students in the traditional classroom as well as in distance-learning scenarios.

Thesis (M.S. in Computer Science)--Naval Postgraduate School, December 2005.
Thesis Advisor(s): Cynthia E. Irvine, Paul C. Clark. Includes bibliographical references (p. 73-75). Also available online.

Agent technologies are a promising approach to solving a number of prob-lems concerned with personalised learning due to the inherent autonomy and independence they provide for learners. The objective of this thesis is to find out whether a multiagent system could potentially replace a centralised infra-structure, and to explore the impact of agents taking different strategies. More specifically, our aim is to show how intelligent agent systems can not only form a good framework for distributed e-learning systems, but also how they can be applied in contexts where learners are autonomous and independent. The study also aims to investigate fairness issues and propose a simple framework of fair-ness definitions derived from the relevant literature. To this end, a university course selection scenario has been chosen, where the university has many courses available, but has only sufficient resources to run the most preferred ones. Instead of a centralised system, we consider a de-centralised approach where individuals can make a collective decision about which courses should run by using a multi-agent system based on voting. This voting process consists of multiple rounds, allowing a student agent to accurate-ly represent the student’s preferences, and learn from previous rounds. The ef-fectiveness of this research is demonstrated in three experiments. The first ex-periment explores whether voting procedures and multiagent technology could potentially replace a centralised infrastructure. It also explores the impact of agents using different strategies on overall student satisfaction. The second ex-periment demonstrates the potential for using multiagent systems and voting in settings where students have more complex preferences. The last experiment investigates how intelligent agent-based e-learning systems can ensure fairness between individuals using different strategies. This work shows that agent technology could provide levels of decentrali-sation and personalisation that could be extended to various types of personal and informal learning. It also highlights the importance of the issue of fairness in intelligent and personalised e-learning systems. In this context, it may be said that there is only one potential view of fairness that is practical for these systems, which is the social welfare view that looks to the overall outcome.

In the aviation industry, digitally produced and presented flight, navigation, and aircraft information is commonly referred to as glass flight decks. Glass flight decks are driven by computer-based subsystems and have long been a part of military and commercial aviation sectors. Over the past 15 years, the General Aviation (GA) sector of the aviation industry has become a recent beneficiary of the rapid advancement of computer-based glass flight deck (GFD) systems. While providing the GA pilot considerable enhancements in the quality of information about the status and operations of the aircraft, training pilots on the use of glass flight decks is often delivered with traditional methods (e.g. textbooks, PowerPoint presentations, user manuals, and limited computer-based training modules). These training methods have been reported as less than desirable in learning to use the glass flight deck interface. Difficulties in achieving a complete understanding of functional and operational characteristics of the GFD systems, acquiring a full understanding of the interrelationships of the varied subsystems, and handling the wealth of flight information provided have been reported. Documented pilot concerns of poor user experience and satisfaction, and problems with the learning the complex and sophisticated interface of the GFD are additional issues with current pilot training approaches. A case study was executed to explore ways to improve training using GFD systems at a Midwestern aviation university. The researcher investigated if variations in instructional systems design and training methods for learning glass flight deck technology would affect the perceptions and attitudes of pilots of the learnability (an attribute of usability) of the glass flight deck interface. Specifically, this study investigated the effectiveness of scenario-based training (SBT) methods to potentially improve pilot knowledge and understanding of a GFD system, and overall pilot user experience and satisfaction. Participants overwhelmingly reported positive learning experiences from scenario-based GFD systems flight training, noting that learning and knowledge construction were improved over other training received in the past. In contrast, participants rated the usability and learnability of the GFD training systems low, reporting various problems with the systems’ interface, and the learnability (first-time use) of the complex GFD system. However, issues with usability of the GFD training systems did not reduce or change participant attitudes towards learning and mastering GFD systems; to the contrary, all participants requested additional coursework opportunities to train on GFD systems with the scenario-based flight training format.

This thesis is about simulations in professional education and what they mean for developing professional knowing. When educating new police officers, using simulations is an integral part of the educational program. A starting point for the studies in this thesis was that not only the scenario but also the preparation and the debriefing, i.e. the situated activities, must be included. Another starting point was that activities and the individuals cannot be studied separately; both have to be included in the analyses. Two simulations, which were part of the Swedish police education program were studied. The approach was explorative and the methods used to collect data were observations, video-observations, interviews and surveys. The unit of analysis focused how students acted in and how they made sense of the simulation activities. The analytical process was influenced by a sociocultural and dialogical framework, in which learning is seen as a social activity. The thesis showed that using simulation in professional education is a complex endeavor in which the social aspects of simulating have to be acknowledged. The analyses showed that the situated activities of the simulation have to be linked to each other in way that enables the participants to; first, produce a situation with authenticity and second, to use previous experiences and coordinate them with new ones from the simulation in order to create good conditions for learning. This means acknowledging that the stance of a simulation needs to be longer than just the actual simulation. How they are embedded in the education program and how gaps in students knowing are to be bridged after the simulation, need to be considered. The main implication of the results is that the use of simulations in professional education require a specific simulation pedagogy. Some foundations of this are outlined and include; the fact that a simulated situation is a hybrid and never a mirror of a professional situation and also includes creating simulation competence among both teachers and students. This includes learning the “gaming rules” of simulating such as how to act in different roles, how to produce authenticity, what is to be included and what is to be ignored in order to make the scenario work. Simulation pedagogy also has to acknowledge that focus needs to be on how to support the participants’ learning and not assume that there is a direct connection between participation and learning. If all of these issues are considered in the design, the potential of simulations for developing professional knowing can be utilized. To conclude, this thesis shows that in the detailed study of scenarios, preparation and follow-up are important and draw attention to aspects that are central for understanding the conditions for learning in simulations.

Thesis advisor: Larry H. Ludlow
Preparing and supporting teachers to enact teaching practice that responds to diversity, challenges educational inequities, and promotes social justice is a pressing yet daunting and complex task. More research is needed to understand how and to what extent teacher education programs prepare and support teacher candidates to enhance the achievement of all learners while challenging systematic inequity (Cochran-Smith, Ell, Ludlow, Grudnoff, & Aitken, 2014). One piece of empirical evidence needed is a measure that captures the extent to which teachers enact teaching practice for equity. This study developed an instrument – the Teaching Equity Enactment Scenario Scale (TEES) - to measure the extent of equity-centered teaching practice by applying Rasch measurement theory (Rasch, 1960) and Guttman’s facet theory (Borg & Shye, 1995). The research question addressed whether the TEES scale can measure teachers’ self-reported enactment of practice for equity in a reliable, valid, and authentic manner. This study employed a three-phase design, comprising an extensive process of item development, a pilot study and a final full-scale administration. Fifteen scenario-style items were developed to capture the enactment levels of six interconnected principles of teaching practice for equity. Using the Rasch rating scale model the outcome was a 15-item TEES scale that reliably and validly measures increasing levels of teaching practice for equity progressing through low, moderate, and high levels of enactment. The distribution of the scenarios confirmed their hypothesized order and the instrument development principles of Rasch measurement - unidimensionality, variation and a hierarchical order of the items, as well as a uniform continuum defining the construct. The scale also provides meaningful interpretations of what a raw score means regarding one’s equity-centered teaching practice. The overall findings suggest that the novel approach of combining Rasch measurement and facet theory can be successful in developing a scenario-style scale that measures a complex construct. Moreover, the scale can provide the evidence needed in research on preparing and supporting teachers to teach with a commitment to equity and social justice

Mapear a realidade da Educação Básica do Campo no Estado do Tocantins – a partir de uma pesquisa bibliográfica e documental e considerando as escolas de assentamentos, comunidades remanescentes de quilombos, territórios indígenas, comunidades rurais e família-agrícola – no que diz respeito ao quantitativo de unidades escolares e de matrículas, as condições de ensino e as políticas públicas voltadas para essa modalidade de ensino. Para tanto, procurou-se alcançar os seguintes objetivos específicos: realizar um levantamento das escolas de educação básica do Estado localizadas no campo; verificar o quantitativo dessas unidades escolares e de suas matrículas; e, descrever as condições de ensino da educação básica nessas escolas, identificando as políticas públicas voltadas ao atendimento educacional dos campesinos. Trata-se de um estudo aplicado do tipo descritivo-analítico, de abordagem quali-quantitativa, e, como estratégias e procedimentos para coleta de dados organizou-se o presente estudo em etapas, sendo elas: i) realização de revisão de bibliografias relacionadas ao objeto e tema de estudo, tais como: o campesinato brasileiro e sua formação, os conflitos da luta pela terra e os movimentos sociais; Educação Rural e Educação do Campo; a Educação do Campo – referenciais, traços e princípios; a Educação do Campo na legislação brasileira; a Educação Básica do Campo; políticas públicas para o campo e para a Educação do Campo e por fim, um pouco do lócus da pesquisa, o Estado do Tocantins; ii) coleta de dados em documentos (resoluções, portarias, censos, entre outros) relacionados à Educação Básica do Campo no Tocantins nos anos de 2013 a 2016; iii) descrição e sistematização dos dados coletados; e, iv) análise e discussão das informações. Os dados coletados e analisados apontam que a Educação do Campo no Tocantins ainda se encontra em processo de construção. É grande o número de escolas que – embora estejam instaladas no espaço rural – não podem ser consideradas como sendo escolas “do campo” e sim “no campo”. Em sua maioria, são instituições não pensadas e criadas pelos movimentos sociais e pelos povos que vivem do e no campo, seguem um currículo urbano e não cumprem o que preconizam as Diretrizes Operacionais para as Escolas do Campo. Ademais, questões como a infraestrutura (salas de aula, bibliotecas e laboratórios, áreas de lazer etc.), a logística (transporte escolar), a formação docente dos profissionais atuantes nesses espaços, e, a concepção e proposta de ensino (Pedagogia da Alternância) estão distantes do mínimo de qualidade necessário para seu funcionamento.
The objective of this study was to map the reality of the Basic Education of the and in the Field in the state of Tocantins – from a bibliographical and documentary research and considering the settlement schools, quilombos communities remnant, indigenous territories, rural communities and agricultural family – with regard to the number of school units and enrollment, teaching conditions and public policies aimed at this education category. In order to achieve this, the following specific objectives were pursued: conduct a survey the state's basic education schools in the field, as well as verifying the quantitative of these school units and their enrollments; as well as to describe the conditions of basic education teaching in these schools, identifying the public policies aimed at the educational service of peasants. This is a descriptive-analytical, predominantly qualitative approach, and as strategies and procedures for data collection the present study was organized in stages: i) a review of bibliographies related to the object and subject of study, such as: the Brazilian peasantry and its formation, the conflicts of the struggle for land and social movements; Rural Education and Field Education; Field Education – references, traits and principles; Field Education in Brazilian legislation; The Basic Education of the Field; Public policies for the field and for the Education of the Field and, finally, a little of the locus of the research, the State of Tocantins; ii) collection of documents (resolutions, ordinances, censuses, among others) related to the Basic Education of the Field in Tocantins in the years of 2013 to 2016; iii) description and systematization of collected data; and, iv) analysis and discussion of information. The data collected and analyzed indicate that, the Field Education in Tocantins, is still in the process of construction. There are a large number of schools that – even though they are in the rural areas – cannot be considered as "field schools”, but "in the field". For the most part, they are institutions that are not thought out and created by social movements and people living in and out of the country, follow an urban curriculum and do not comply with the guidelines for the Field Schools. In addition, issues such as infrastructure (classrooms, libraries and laboratories, leisure areas, etc.), logistics (school transport), teacher training of the professionals that work in these spaces, and design and teaching proposal (Alternation Pedagogy) are far from the minimum quality required for its operation.

Das Ziel der Arbeit ist es, die Vielfalt unterschiedlicher Einsatzmöglichkeiten von Social Software in der Hochschullehre unter einer didaktischen Perspektive kritisch in den Blick zu nehmen. So wird entsprechenden Webanwendungen im mediendidaktischen Diskurs das Potenzial zugesprochen, Lern- und Bildungsprozesse zu unterstützen. Jenseits dieser Potenziale sind bisher jedoch kaum typische Probleme beachtet worden, die mit dem Einsatz von Social Software in der Hochschule einhergehen. Zur Annäherung an den Forschungsgegenstand werden im ersten Teil der Arbeit (lehr- und) lerntheoretische Potenziale von Social Software anhand von Literatur aufgearbeitet. Für die Entwicklung eines konzeptuellen Rahmens für eine vergleichende Darstellung unterschiedlicher Umsetzungen werden ferner verschiedene didaktische Beschreibungs- und Analysemodelle diskutiert. Im zweiten Teil der Arbeit wird eine systematische – jedoch vom Umfang her begrenzte und dementsprechend exemplarische – Sichtung und Analyse empirisch basierter Arbeiten zum Einsatz von Social Software in der Hochschullehre durchgeführt. Mit Hilfe eines modifizierten didaktischen Szenariomodells wird die Vielfalt unterschiedlicher Einsatzformen kategoriengeleitet dargestellt. Als zentrales Thema hinsichtlich typischer Probleme konnte das Ausbleiben studentischer Partizipation sowie der Umgang der Lehrenden mit dieser Problematik herausgearbeitet werden.
The aim of this thesis is to critically examine the use of social software for teaching and learning in higher education. The potential of these tools to support learning and teaching has been widely debated on a theoretical level. Beyond these potentials little attention has been paid to typical problems. The thesis begins by reviewing literature on previous research at field of social software in institutional settings. Discussing various educational and analytical models, a conceptual framework is developed for a comparative analysis of different higher education settings using social software. In the empirical part of the thesis a systematic – but limited in scope and therefore exemplary – review of empirically based articles was carried out. Using a modified educational scenario model the diversity of higher education settings with social software is presented. On this basis, it may be concluded that the lack of students’ participation and teachers’ strategies to cope with this lack are typical problems.

Les Serious Games sont des jeux vidéo qui n'ont pas pour objectif premier le divertissement et qui peuvent être utilisé pour l'enseignement. Pertinents dans de nombreux domaines d'éducation, ils posent pourtant des problèmes liés à leur création fastidieuse et coûteuse en moyens et en temps. Dans cette thèse, nous nous intéressons tout particulièrement aux Serious Games pour l'éducation, appelés Learning Games (LG) et plus particulièrement aux LG pour la formation continue pour les étudiants en école d'ingénieur. Tout d'abord, nous avons procédé à une étude des besoins concrets des créateurs de LG, ainsi qu'à un état de l'art des méthodologies et des outils existants. En premier lieu, ces recherches nous ont montré qu'il n'existait aucune solution adaptée pour faciliter la collaboration entre les différents concepteurs de LG, occupant des rôles complémentaires (expert du domaine, expert pédagogique, game designer...). Nos recherches mettent également en avant le besoin de modélisation et de représentation du scénario du LG pour aider les concepteurs à imaginer un LG qui soit à la fois ludique et attractif tout en gardant le fort potentiel éducatif indispensable à la formation. Pour répondre au premier besoin, nous proposons une méthodologie globale de création collaborative de LG, détaillant chaque tâche des acteurs ainsi que les outils mis à leur disposition. Pour répondre au deuxième besoin, nous proposons un modèle de scénarisation de LG qui représente d'un côté la structure pédagogique choisie par l'expert pédagogique et de l'autre côté la mise en scène ludique imaginée par le game designer. Pour réifier nos propositions, nous avons développé un environnement informatique d'aide à la conception, appelé LEGADEE (LEarning GAme DEsign Environment). LEGADEE guide chaque concepteur avec une " barre d'outils " adaptée à son rôle spécifique et qui propose également un système de validation qui analyse la création en cours. Enfin, nous avons imaginé un protocole d'évaluation pour valider notre environnement auteur ainsi que la méthodologie et le modèle proposés dans lequel nous comparons 24 scénarios de LG dont la moitié a été conçu avec LEGADEE et la moitié sans. Notre évaluation montre que l'utilisation de notre outil a tendance à améliorer certains critères qualité des LG. Elle montre aussi les limites de nos hypothèses et donne des pistes d'améliorations futures, tant sur LEGADEE que sur la méthode d'évaluation elle-même.

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Esta pesquisa é fruto de questionamentos referentes aos trabalhos na Educação de Jovens e Adultos (EJA) pelos professores ao organizarem uma atividade dinâmica. Norteado pelo paradigma qualitativo de um cenário de investigação, o pesquisador acompanhou, registrou e analisou aulas de Matemática no ciclo final do Ensino Fundamental II. Dessa forma, o trabalho traz a seguinte questão de pesquisa: Como um grupo de alunos da Educação de Jovens e Adultos realizam uma tarefa em grupo em uma sala de aula de Matemática? Com essa pergunta definida, torna-se necessário estabelecer os objetivos gerais e específicos da pesquisa. Os primeiros são: analisar a dinâmica grupal de alunos da EJA numa atividade matemática e elaborar um produto educacional voltado para professores. Já os objetivos específicos são: (a) verificar como os alunos constroem estratégias de trabalho visando a confecção da maquete da ponte de papel num cenário investigativo. (b) Analisar o modo como os alunos utilizam habilidades matemáticas ligadas a porcentagens, proporcionalidade e geometria, possivelmente utilizando de suas lembranças escolares. Os resultados das análises de apenas um grupo mostrou um modelo comunicativo que avançou gradualmente do padrão divergente para o difuso propiciado pela participação do professor e pelo compartilhamento de perspectivas dos participantes.
This research is the result of questions related to the work in the Adult Education (EJA) by teachers when organizing a dynamic activity. Based on the qualitative paradigm of a research scenario, the researcher followed, registered and analyzed mathematics classes in the final cycle of Elementary School II. Thus, the paper brings the following research question: How do a group of Adult Education students perform a group task in a Mathematics classroom? With this question defined, it becomes necessary to establish the general and specific objectives of the research. The first ones are: Analyze the group dynamics of EJA students in a mathematical activity and elaborate an educational product aimed at teachers. The specific objectives are: (a) to verify how the students construct work strategies aiming at confection of the model of the paper bridge in an investigative scenario. (B) Analyze how students use mathematical skills linked to percentages, proportionality and geometry, possibly using their school memories. The results of the analyzes of only one group showed a communicative model that gradually progressed from the divergent pattern to the diffuse one caused by the participation of the teacher and the sharing of perspectives of the participants.

Dans le but de mesurer l’apport du scénario pédagogique au cours de la formation à distance pour l’obtention du certificat de compétences en informatique et Internet de l’Université Ouaga II, nous avons choisi d’observer les effets des modalités d'intervention tutorale proactive ou réactive et l’influence de la taille des équipes restreintes ou étendues sur la performance et la participation des apprenants. Les résultats de l’analyse des données nous permettent de constater un effet significatif de la modalité réactive sur la performance mesurée par le gain relatif d’apprentissage et conduit. Cela signifie que dans les circonstances de notre étude, la modalité réactive conduit à des résultats supérieurs à ceux associés à la modalité proactive. Par ailleurs, cette recherche révèle que la taille étendue de l’équipe a un effet significatif sur la participation mesurée par le nombre de messages au forum. Ainsi, nos résultats montrent que les apprenants évoluant dans les équipes étendues produisent en moyenne plus de messages que leurs pairs des équipes réduites
In order to measure the contribution of the educational scenario in distance learning for obtaining computer skills and Internet certificate from the University Ouaga II, we chose to observe the effects of intervention modalities Proactive or reactive tutoring and the influence of the size of the limited or extended teams on the performance and participation of learners. The results of the data analysis allow us to see a significant effect of the reactive modality on the performance measured by the relative learning and driving gain. This means that, in circumstances like ours, the reactive modality leads to results superior to those associated with the proactive modality. In addition, this research reveals that the large size of the team has a significant effect on participation measured by the number of messages to the forum. Thus, our results show that learners in extended teams produce on average more messages than their team peers reduced in a context like our study

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This study aims the creation of a practical activity of teaching model applicable to the Technical Course in Public Services of the Center of Technological Education of Amazonas (CETAM) in the distance education, held in twelve municipalities of Amazonas state, planned with the use of Bloom's Taxonomy, aiming to achieve the highest cognitive levels. Considering the regional characteristics, it was developed and implemented an educational activity focused on environmental context lived by the students, combining the concepts acquired in the virtual environment with the playfulness of a film; the development of an interdisciplinary project to generate a representative scenario of the knowledge acquired; project execution in a themed room format and ending with the presentation of an evaluation report. For this, the methodology used research was a study of qualitative and quantitative, the case study method, exploratory in nature, in which we analyzed the result of a planned activity to practice in distance education. It was used as a source, a structured survey questionnaire, with closed and open questions, based on the Likert scale and SERVQUAL, quantified and represented in tables and graphs. The data analysis was used for descriptive statistics, with absolute frequency calculation, relative and average, and inferential analysis. Therefore, this research emerges from the challenge of developing manufacturing activities from theory into practice in teaching distance mode. Thus aimed to analyze the results of a case, as regards its contribution to educational quality, improving learning course participants and therefore of their training. Bloom's Taxonomy gave objectivity to planning education, control of learning and assessing the performance of teacher students, thus enabling improvements in cognitive development. The teaching tools used in the movie and themed room have been evaluated by course participants as able to achieve the proposed objectives. The activity proved to be effective in contributing to the improvement of learning and the student's performance, encouraging self-learning and teamwork, as well as for vocational training of quality.
Este estudo objetiva a criação de um modelo de atividade prática de ensino aplicável ao Curso Técnico em Serviços Públicos do Centro de Educação Tecnológica do Amazonas (CETAM) na modalidade a distância (EaD), realizada em doze municípios do Estado do Amazonas, planejada com o uso da Taxonomia de Bloom, visando atingir os mais altos níveis cognitivos. Considerando as características regionais, foi elaborada e executada uma atividade de ensino com foco na contextualização do ambiente vivido pelos discentes, aliando os conceitos adquiridos no ambiente virtual com o lúdico de um filme. A elaboração de um projeto interdisciplinar para geração de um cenário representativo do conhecimento adquirido; a execução do projeto no formato de uma sala temática e finalizando com a apresentação de um relatório avaliativo. Para isso, a metodologia da pesquisa utilizada foi um estudo do tipo quali-quantitativo, pelo método de estudo de caso, de natureza exploratória, no qual analisa-se o resultado de uma atividade planejada para a prática no EaD. Foi utilizado como fonte, um questionário de pesquisa estruturado, com perguntas fechadas e abertas, baseado na escala Likert e SERVQUAL, quantificadas e representadas em tabelas e gráficos. A análise dos dados realizou-se por estatística descritiva, com cálculo de frequência absoluta, relativa e média, e por análise inferencial. Portanto, esta pesquisa emerge do desafio de desenvolver atividades transformadoras da teoria em prática na modalidade do ensino a distância. Assim, objetivou analisar os resultados de um caso concreto, no que concerne a sua contribuição para a qualidade educacional, a melhoria da aprendizagem dos cursistas e, consequentemente, de sua formação profissional. A Taxonomia de Bloom proporciou objetividade ao planejamento do ensino, ao controle da aprendizagem e a avaliação do desempenho dos cursistas, possibilitando assim melhorias no desenvolvimento cognitivo. As ferramentas didáticas utilizadas, o filme e a sala temática, foram avaliadas pelos cursistas como capazes de atingir os objetivos propostos. A atividade revelou-se eficiente na contribuição para a melhoria da aprendizagem e do desempenho do educando, estímulo a autoaprendizagem e ao trabalho em equipe, bem como para uma formação profissional com qualidade.

The thesis reviews design methods in general, and emphasizes the understanding of design as a thinking process that depends on designers' experience, and their interaction with the different design activities performed with regard to the environmental settings and contexts. It focuses on building a framework for the description of the architectural design approaches used by experienced architects in practice. After analysing the protocols revealed by twelve experienced architects, the thesis argues that 'scenario-based design' (SBD) is a way of thinking that used by the architects to generate the design solution by means of cognitive matching of technical, functional, contextual, and inspirational criteria throughout the design process. The research finds that the architects primarily use the context constraints that match with the brief requirements to initiate design concepts and generate solutions.

Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from PDF t.p. (viewed on May 13, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3121. Adviser: Thomas M. Duffy.

This study was designed to address questions regarding the effects of sex and leadership style on teacher perceptions of principal effectiveness. On a researcher-designed instrument, middle school teachers rated the effectiveness of a scenario principal's response in several situations. The responses reflected varying levels of Task and Relationship Behavior. The design incorporated two between subjects factors (Teacher Sex and Principal Sex) and one within subjects factor (Leadership Style) which was treated as a repeated measure. An analysis of variance revealed no significant effects except for Leadership Style. Overall, High Task/High Relationship behavior rated significantly higher and Low Task/Low Relationship rated significantly lower than the others. The null hypothesis concerning differences could not be rejected and the stated research hypotheses were not supported. Additional analyses of variance were conducted substituting subject demographic variables for Teacher Sex in the research design. No significant interactions or main effects other than Leadership Style were noted when either Age or Ethnicity were substituted. A significant two-way interaction was noted for Teacher Experience and Leadership Style (p = .0316). Less experienced teachers rated principal's performance lower when exhibiting High Task/Low Relationship style than did more experienced teachers. A significant three-way interaction was noted for Administrative Aspiration x Principal Sex x Leadership Style (p = .0294). Teachers who indicated an intent to enter administration differed more on their ratings between male and female principals exhibiting mixed styles of High Task/Low Relationship and Low Task/High Relationship than did teachers who indicated no or undecided. Sex of the teacher appears less important than sex of the principal on performance ratings. Results suggest further study of the effects of teacher experience and teacher administrative aspiration on perceptions of principal effectiveness.

This nonexperimental study was conducted to determine differences that exist between PreK to 4th grade preservice teachers' beliefs about the severity of bullying, their empathy with victims of bullying, beliefs about their ability to cope with bullying in the classroom, and their ability to intervene in bullying issues. Bandura's self-efficacy theory and Ajzen's theory of planned behavior provided the study's theoretical base and demonstrated a connection between participants perceived ability to cope with bullying behavior and willingness to intervene. The participants (N = 112) were students in a 2-year community college PreK to 4th grade education transfer degree program. Data were collected from self-reported student surveys. Current research in the field of bullying showed a correlation between preservice teachers' self-efficacy and their willingness to act in a bullying situation. This study was undertaken to extend that research to preservice teachers at the community college level. Repeated measures of analyses of variance were conducted to evaluate the significance of the survey responses. Participants did not express a high level of confidence in coping with the bullying scenarios presented (p <.001), but did report a high likelihood of intervention for all types of bullying (p <.001). The lack of confidence in coping with bullying scenarios was related to lower self-efficacy to manage bullying situations and indicated the need for increased preparation. Implications for positive social change included benefits to school districts as well as other community college and university teacher education programs because of increased awareness and preparation for preservice teachers. This preparation will promote proactive behavior on the part of the preservice teacher to prevent bullying behavior and the resulting physical, emotional, and psychological damage to children.

Today video is being used in different facets supporting the e-learning experience. With a resurging interest and reduced barriers of entry to experience virtual and augmented reality applications, 360-degree video technology is becoming relevant as an option to produce and consume content for VR/AR applications. 360-degree video offers new features, which can prove useful in teaching & learning scenarios with a need for self directed control of view direction, immersion and a feeling of presence. Current adoptions of 360-degree videos are integrated manually for specialized activity-oriented learning scenarios. However, in order to adopt 360- degree video on a larger scale, a sufficient technical integration is required and knowledge of application scenarios needs to be communicated. To approach this challenge, workflow steps are analyzed, challenges are identified and scenarios are described in the context of creating 360- degree video content for higher education. We identify open gaps, which need to be addressed in order to integrate 360-degree video technology in an automated video processing tool chain.

This research highlights the scenarios that might serve as a strategic vision to describe a future beyond the current library, one which both guides provosts and creates a map for the transformation of human resources and technology in the university research libraries. The scenarios offer managerial leaders an opportunity to envision new roles for librarians and staff which brings a much needed focus on the development of human resources as well as a thought-stream to understand decisions which effectively and systematically move the organization toward a strategic vision.

These scenarios outline possible future directions research libraries could take by focusing on perspectives from library directors, provosts, and administrators for human resources. The four case study scenarios introduce potential future roles for librarians and highlight the unsustainability of the current scholarly communications model as well as uncertain factors related to the political, social, technical, and demographic issues facing campuses. Given the changes institutions face, scenarios allow directors to include more uncertainty when developing and articulating a vision. These scenarios may start a discussion, before a strategic planning process, to sharpen the evaluations and measures necessary to monitor achievements that define the value of the library.

This dissertation highlights the importance of research library managerial leaders developing a strategic vision and introduces scenarios as way to communicate that vision with provosts, the senior leadership team, librarians, and staff. How the library directors approach the strategic vision scenario provides insight into the challenges and barriers identified within the existing organizational culture.

The thesis presents a critique of the nature of 13 to 15 year-old students' images of futures. Arguments are made for their importance to the individual community and culture and their value and use in a science learning setting.This study of the nature of futures images is based upon data collected from small samples in two school settings between 1990 and 1999 using a guided fantasy approach. The diversity of student hopes and fears for futures is categorised using several research tools developed from the futures literature. The results identify a range of futures scenarios ranging from highly utopic to highly dystopic and themes including human interactions, the natural and built environment and the nature and use of futuristic technologies.The importance of student images of futures is discussed from the personal perspective of the students and then considered in the broader context of society and Western culture. The data are examined through a number of theoretical frames including psychology, history and the futures field of enquiry. The consensus seems to be that expectations of the future are inseparable from human nature and influential in determining the viability of cultures.The value of student images of futures in science learning is explored through a case study of one of my own Year 9 classes. In teaching this class I used the technique of futures imaging integrated into a critical futures teaching approach utilising a constructivist planning model. I found that students' futures images revealed a broader aspect of student worldviews than is usual in science learning environments, and were valuable in exposing student prior knowledge, interests and concerns. Student learning seemed to be enhanced using this futures oriented approach.

This thesis is a foresight study of alternative futures for Institutes of Technology within the Irish higher education system. The research focuses on the potential role and functions for the Institute of Technology sector in 2020. A strategic foresight methodology employing scenario design as the theoretical framework is applied. The general goals and contribution of the research are: to present foresight as a strategic methodology; to record developments and present a . snapshot' of the operating environment of the Institutes of Technology, including higher education trends, and agendas to 2010, and subsequently 2020; to present scenario narratives and alternative future paths for the Institutes of Technology to 2020; and, finally, to invite discussion on the future alternatives for the role and functions of the Institutes of Technology. The key purpose is to offer insights that may assist policy makers in choosing appropriate strategies for higher education in Ireland in 2020. The research identifies two significant challenges (critical uncertainties) relevant to the future determination of the role and functions of the Institutes of Technology for 2020, namely the structure of the higher education system and the relevance of teaching and/or research. As a consequence, four alternative scenarios are outlined: Stratocumulus, a dual higher education system consisting of Community Colleges that are aligned with and act as feeder colleges to the traditional research-orientated Universities; Altostratus, a stratified higher education system consisting of National Technological Universities and traditional research Universities; Altocumulus, a binary higher education system consisting of regionally aligned Institutes of Technology and traditional research-orientated Universities; and, Cirrostratus, a unitary higher education system consisting solely of Universities, where a hierarchy based on reputation has emerged in relation to research. Finally, there is a postscript discussion on factors relevant to choosing a particular scenario as a strategic option for higher education in Ireland to 2020.

The focus of the research programme within this thesis is an investigation of scenario-based simulation training in undergraduate healthcare education. The aim of the main study was to determine the effectiveness of high-fidelity simulation training with adult branch nursing students. Their acquisition of knowledge and skills was tested using a 15-station Objective Structured Clinical Examination (OSCE) pre- and post- the simulation intervention with randomised control and experimental groups of volunteer students. The results show that simulation training is an effective learning method as students from the experimental group, who were given the opportunity to observe and take part in high-fidelity simulation training followed by debriefing, made significantly higher improvements between their two OSCE performances than students from the control group. The second study focused on interprofessional learning with a randomised control group investigation of the students’ knowledge of the roles and skills of other healthcare professions involved in the same simulation session. The results demonstrate that observing and taking part in multidisciplinary scenarios and their debriefings contributed to the students’ acquisition of knowledge about the roles and skills of other health professionals. The study also showed that students’ perception of multidisciplinary team working was significantly influenced by whether or not they had experienced interprofessional high-fidelity scenario-based simulation training. The main original themes emerging from the research work presented in this thesis comprise the implementation of high-fidelity scenario-based simulation training and debriefing with undergraduate students from a range of healthcare disciplines and the objective measure of the effectiveness of such learning opportunities. This work has now started to impact on simulation practice in undergraduate education within the University and beyond

Les Serious Games sont des jeux vidéo qui n’ont pas pour objectif premier le divertissement et qui peuvent être utilisé pour l’enseignement. Pertinents dans de nombreux domaines d’éducation, ils posent pourtant des problèmes liés à leur création fastidieuse et coûteuse en moyens et en temps. Dans cette thèse, nous nous intéressons tout particulièrement aux Serious Games pour l’éducation, appelés Learning Games (LG) et plus particulièrement aux LG pour la formation continue pour les étudiants en école d’ingénieur. Tout d’abord, nous avons procédé à une étude des besoins concrets des créateurs de LG, ainsi qu’à un état de l’art des méthodologies et des outils existants. En premier lieu, ces recherches nous ont montré qu’il n’existait aucune solution adaptée pour faciliter la collaboration entre les différents concepteurs de LG, occupant des rôles complémentaires (expert du domaine, expert pédagogique, game designer…). Nos recherches mettent également en avant le besoin de modélisation et de représentation du scénario du LG pour aider les concepteurs à imaginer un LG qui soit à la fois ludique et attractif tout en gardant le fort potentiel éducatif indispensable à la formation. Pour répondre au premier besoin, nous proposons une méthodologie globale de création collaborative de LG, détaillant chaque tâche des acteurs ainsi que les outils mis à leur disposition. Pour répondre au deuxième besoin, nous proposons un modèle de scénarisation de LG qui représente d’un côté la structure pédagogique choisie par l’expert pédagogique et de l’autre côté la mise en scène ludique imaginée par le game designer. Pour réifier nos propositions, nous avons développé un environnement informatique d’aide à la conception, appelé LEGADEE (LEarning GAme DEsign Environment). LEGADEE guide chaque concepteur avec une « barre d’outils » adaptée à son rôle spécifique et qui propose également un système de validation qui analyse la création en cours. Enfin, nous avons imaginé un protocole d’évaluation pour valider notre environnement auteur ainsi que la méthodologie et le modèle proposés dans lequel nous comparons 24 scénarios de LG dont la moitié a été conçu avec LEGADEE et la moitié sans. Notre évaluation montre que l’utilisation de notre outil a tendance à améliorer certains critères qualité des LG. Elle montre aussi les limites de nos hypothèses et donne des pistes d’améliorations futures, tant sur LEGADEE que sur la méthode d’évaluation elle-même
Serious Games are computer games that are designed for a primary purpose other than pure entertainment and that can be used for teaching. Although they are relevant to many fields of education, their development remains very expensive and time consuming. In this thesis, we focus mainly on Learning Games (LGs), that is on Serious Games designed for educational purposes, and more specifically on LGs used for training students in engineering schools. The first part of the thesis is devoted to an analysis of the needs of those who create LGs and a state of the art in terms of methodologies and tools available. Our study shows the need to facilitate collaboration between the various actors, with complementary roles, involved in the development of a LG (domain expert, pedagogical expert, game designer ...). Our research also highlights the need for models and visual representations of the LG scenario to facilitate the design of LGs that are fun and attractive while still maintaining their educational values. To address the first need, we propose a global collaborative methodology for creating LGs in which we indentify the tasks assigned to each actor who is involved in the creation process and the tools available. To meet the second need identified by our preliminary study, we propose a LG scenario model that represents the educational structure chosen by the pedagogical expert and also the way this structure is integrated into a game scenario imagined by the game designer. To reify our proposals, we have developed an authoring environment called LEGADEE (LEarning Game DEsign Environment) that guides each designer with a "toolbar" adapted to his or her role and also provides a validation system that analyzes the ongoing creation. Lastly, we have designed an evaluation protocol to validate our authoring environment as well as the methodology and the models proposed during which we compare 24 LGs of which half were created with LEGADEE and half without. Our evaluation indicates that our tool tends to improve the quality of LGs at several levels. It also brings to light the limits of our work and provides guidance for future improvements of LEGADEE and the evaluation process itself

Using demographic multi-state, cohort-component methods, we produce projections for 120 countries (covering 93% of the world population in 2005) by five-year age groups, sex, and four levels of educational attainment for the years 2005-2050. Taking into account differentials in fertility and mortality by education level, we present the first systematic global educational attainment projections according to four widely differing education scenarios. The results show the possible range of future educational attainment trends around the world, thereby contributing to long-term economic and social planning at the national and international levels, and to the assessment of the feasibility of international education goals. (authors' abstract)

The artist employed as a simulated patient fulfils a complex and demanding role. Simulated patients are required to create authentic characters, assist in the facilitation of successful educational outcomes and contribute to providing a supportive environment in which healthcare providers are able to safely practice their skills. Despite the growing research related to the use of simulated patients in medical education, there is little exploration from the artist’s perspective. This thesis addresses this gap by exploring the experiences of three artists working as simulated patients in the specific context of simulated Open Disclosure scenarios. Using a qualitative research approach employing narrative inquiry and autoethnography, this study explores the responsibilities and practice requirements for the artist as simulated patient and aims to understand how the artist manages these responsibilities to create quality outcomes for healthcare providers. A thematic analysis of participants’ narratives pertaining to their work as simulated patients in the Open Disclosure context was used to explore several research questions. The study findings reveal that the artist as simulated patient takes on three responsibilities: acting, facilitating and maintaining a safe environment. Each of these responsibilities has several associated practice requirements, challenges and tensions. The findings also suggest that as they work, the artist has four internal voices in their head and that these voices are associated with the three responsibilities. These are: the actor’s voice and the character’s voice (acting); the facilitator’s voice (facilitating); and the ethicist’s voice (maintaining a safe environment). Further, the study reveals that the artist’s critically aware self filters this inner dialogue to make decisions in the moment-to-moment action. These decisions allow the artist, as simulated patient, to respond within the interactions in a way that can best serve the various needs of the individual healthcare providers. It is hoped that the findings in this research study will contribute the training of artists as simulated patients in order to provide more effective support in the education of healthcare providers.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
Full Text

This paper applies the methods of multi-dimensional mathematical demography to project national populations based on alternative assumptions on future, fertility, mortality, migration and educational transitions that correspond to the five shared socioeconomic pathways (SSP) storylines. In doing so it goes a significant step beyond past population scenarios in the IPCC context which considered only total population size. By differentiating the human population not only by age and sex - as is conventionally done in demographic projections - but also by different levels of educational attainment the most fundamental aspects of human development and social change are being explicitly addressed through modeling the changing composition of populations by these three important individual characteristics. The scenarios have been defined in a collaborative effort of the international Integrated Assessment Modeling community with themedium scenario following that of a major new effort by the Wittgenstein Centre for Demography and Global Human Capital (IIASA, OEAW, WU) involving over 550 experts from around the world. As a result, in terms of total world population size the trajectories resulting from the five SSPs stay very close to each other until around 2030 and by the middle of the century already a visible differentiation appears with the range between the highest (SSP3) and the lowest (SSP1) trajectories spanning 1.5 billion. The range opens up much more with the SSP3 reaching 12.6 billion in 2100 and SSP1 falling to 6.9 billion which is lower than today's world population.

In the aviation industry, digitally produced and presented flight, navigation, and aircraft information is commonly referred to as glass flight decks. Glass flight decks are driven by computer-based subsystems and have long been a part of military and commercial aviation sectors. Over the past 15 years, the General Aviation (GA) sector of the aviation industry has become a recent beneficiary of the rapid advancement of computer-based glass flight deck (GFD) systems.

While providing the GA pilot considerable enhancements in the quality of information about the status and operations of the aircraft, training pilots on the use of glass flight decks is often delivered with traditional methods (e.g. textbooks, PowerPoint presentations, user manuals, and limited computer-based training modules). These training methods have been reported as less than desirable in learning to use the glass flight deck interface. Difficulties in achieving a complete understanding of functional and operational characteristics of the GFD systems, acquiring a full understanding of the interrelationships of the varied subsystems, and handling the wealth of flight information provided have been reported. Documented pilot concerns of poor user experience and satisfaction, and problems with the learning the complex and sophisticated interface of the GFD are additional issues with current pilot training approaches.

A case study was executed to explore ways to improve training using GFD systems at a Midwestern aviation university. The researcher investigated if variations in instructional systems design and training methods for learning glass flight deck technology would affect the perceptions and attitudes of pilots of the learnability (an attribute of usability) of the glass flight deck interface. Specifically, this study investigated the effectiveness of scenario-based training (SBT) methods to potentially improve pilot knowledge and understanding of a GFD system, and overall pilot user experience and satisfaction.

Participants overwhelmingly reported positive learning experiences from scenario-based GFD systems flight training, noting that learning and knowledge construction were improved over other training received in the past. In contrast, participants rated the usability and learnability of the GFD training systems low, reporting various problems with the systems’ interface, and the learnability (first-time use) of the complex GFD system. However, issues with usability of the GFD training systems did not reduce or change participant attitudes towards learning and mastering GFD systems; to the contrary, all participants requested additional coursework opportunities to train on GFD systems with the scenario-based flight training format.

The thesis presents a critique of the nature of 13 to 15 year-old students' images of futures. Arguments are made for their importance to the individual community and culture and their value and use in a science learning setting.This study of the nature of futures images is based upon data collected from small samples in two school settings between 1990 and 1999 using a guided fantasy approach. The diversity of student hopes and fears for futures is categorised using several research tools developed from the futures literature. The results identify a range of futures scenarios ranging from highly utopic to highly dystopic and themes including human interactions, the natural and built environment and the nature and use of futuristic technologies.The importance of student images of futures is discussed from the personal perspective of the students and then considered in the broader context of society and Western culture. The data are examined through a number of theoretical frames including psychology, history and the futures field of enquiry. The consensus seems to be that expectations of the future are inseparable from human nature and influential in determining the viability of cultures.The value of student images of futures in science learning is explored through a case study of one of my own Year 9 classes. In teaching this class I used the technique of futures imaging integrated into a critical futures teaching approach utilising a constructivist planning model. I found that students' futures images revealed a broader aspect of student worldviews than is usual in science learning environments, and were valuable in exposing student prior knowledge, interests and concerns. Student learning seemed to be enhanced using this futures oriented approach.

This dissertation evaluated the provision of two different one-to-one educational interventions, randomly assigned, to two separate groups of medical practitioners at a health maintenance organization (HMO), Cigna Healthplan of Tucson, Arizona. A control group received no intervention. Each group consisted of seven physicians and one nurse practitioner. The intervention was aimed at improving the prescribing of the anti-ulcer drugs, cimetidine, ranitidine, and sucralfate. The theoretical basis for the study involved the cognitive principle of vividness, which implies that more vivid information has greater effect on decisions. For this research, the vivid intervention included case scenarios, while the non-vivid intervention included statistical information of the results of a drug use review. Prescribing data, consisting of percentages and cost of inappropriate prescriptions, were collected for one month prior to and for two months after the intervention. Analysis of covariance was employed with the pre-intervention measures of prescribing as the covariate in each test and post-intervention measures as the dependent variables. No differences were found between the two interventions, but the control group was significantly different from the intervention groups. For the first post-intervention month, it was found that the interventions resulted in significantly lower percentages of prescriptions written inappropriately for indication, dose, or duration (P = 0.001). These percentages decreased by 36% for the intervention groups, while increasing by 14% for the control group. Costs of inappropriate prescribing per study prescription and per patient encounter were also significantly lower for the intervention groups than for the control group (P = 0.001 and P = 0.019, respectively). In the second post-intervention month, inappropriate prescribing increased slightly in the intervention groups and were no longer significantly different from the control group. The research demonstrated the effectiveness of a one-to-one educational intervention in improving drug prescribing at an HMO. The lack of differences between the two interventions may have been due to the overall effectiveness of the one-to-one educational discussion, the interpretation of the statistical information as prescribing feedback by the practitioners, or the inadequate presentation of vividness in the case scenarios.

Дисертаційну роботу присвячено розробленню науково-методичних засад та організаційних механізмів менеджменту дуальної вищої освіти в Україні з огляду на національний соціально-економічний контекст та глобальні тренди (перехід до економіки знань, автоматизація, поляризація та зміна характеру робочих місць, викликана диджиталізацією, розрив в наявних та затребуваних ринком праці навичках тощо). В роботі розглянуто взаємозв’язок між запровадженням менеджменту дуальної вищої освіти та розвитком людського капіталу, створенням інновацій, зниженням рівня безробіття серед молоді, підвищенням показників індивідуального та суспільного благополуччя, конкурентоспроможністю спеціалістів на ринку праці. Авторкою досліджено організаційно-економічні відносини, які виникають між суб’єктами господарювання, закладами вищої освіти, здобувачами освіти, регуляторними інституціями та іншими зацікавленими сторонами в процесі реалізації управлінських заходів із запровадження дуальної форми здобуття освіти. Питання розвитку менеджменту дуальної вищої освіти в Україні розглянуто в роботі як на макрорівні – через узгодження міжвідомчих управлінських механізмів, так і на мезорівні – через реалізацію організаційних механізмів в межах галузевих та регіональних освітньо-виробничих кластерів, а також на мікрорівні – через відповідну зміну управлінських технологій та організаційної структури закладів вищої освіти, формування ефективних управлінсько-комунікативних ланцюжків між здобувачами освіти, роботодавцями, закладами освіти та іншими стейкхолдерами. Набули подальшого розвитку концептуальні засади формування системи менеджменту дуальної вищої освіти, що відрізняються від існуючих трактуванням її як комплексу організаційно-управлінських механізмів координації складних мережевих зв'язків між стейкхолдерами на макрорівні (узгодження регуляторних та управлінських механізмів на рівні міжгалузевої та міжвідомчої співпраці для формування та запровадження національної системи менеджменту дуальної вищої освіти), на мезорівні (співпраця в межах галузі освіти, співпраця між роботодавцями та їх об’єднаннями, в межах інших галузей, між економічними суб'єктами регіону) та на мікрорівні (розроблення управлінських механізмів взаємодії між закладом вищої освіти, підприємствами-роботодавцями та здобувачами освіти, а також іншими стейкхолдерами; структурно-функціональна трансформація менеджменту закладу вищої освіти та підприємства при запровадженні дуальної форми здобуття освіти). Це дозволило визначити та класифікувати стейкхолдерів за моделлю Менделоу, а також здійснити суперпозицію стейкхолдерів менеджменту дуальної вищої освіти в Україні в координатах «вплив (на формування національної системи менеджменту дуальної вищої освіти) / залученість (до впровадження менеджменту дуальної вищої освіти в Україні)», що стало основою для визначення траєкторії змін суперпозиції кожного з них у п'ятирічній ретроспективі: з моменту початку формування національної системи менеджменту дуальної вищої освіти (2013 р.) до закінчення першого року національного експерименту Міністерства освіти і науки України (МОН), розпочатого відповідно до наказу №1296 «Щодо запровадження пілотного проєкту у закладах фахової передвищої та вищої освіти з підготовки фахівців за дуальною формою здобуття освіти» (2020 р.). Досліджено інтереси та специфічні функції всіх зацікавлених суб’єктів в системі менеджменту дуальної вищої освіти в рамках національного патерну та переваги для них. Описано процес популяризації ідеї впровадження дуальної форми здобуття освіти в Україні, окреслено засади застосування проєктного підходу в системі менеджменту дуальної освіти на макро-, мезо- та мікрорівнях. Проведено аналіз історичних, політичних, економічних, соціальних, культурних чинників, що вплинули на формування німецького (як базового для всіх інших та домінуючого в світі) та українського патернів систем менеджменту дуальної вищої освіти, здійснено періодизацію їх становлення та розвитку в Німеччині та Україні, на основі компаративного аналізу визначено основні детермінанти їх особливостей, а також хронологію формування нормативно-правового забезпечення, удосконалено методичні засади обґрунтування стратегії розвитку системи менеджменту дуальної вищої освіти в Україні на базі виявлених «історично-суспільних розривів». Обґрунтовано вплив історичного та економічного факторів на розвиток менеджменту дуальної вищої освіти в Україні та Німеччині, виявлено регіональні особливості розвитку цієї системи в Україні та Німеччині. Проведене дослідження підтвердило гіпотезу про неможливість імпорту німецької системи менеджменту дуальної вищої освіти без адаптації до українського контексту через низку об’єктивних факторів, а саме, відмінності в структурі та рівні розвитку економіки, роль торгово-промислових палат, рівень соціальної відповідальності роботодавців й їх готовність тісно співпрацювати із закладами вищої освіти, неготовність стейкхолдерів до впровадження операційних змін та погодження питань щодо фінансування тощо. Набули подальшого розвитку наукові засади встановлення бенчмарків для розвитку системи дуальної вищої освіти в Україні, що здійснено шляхом виявлення (за процесним підходом) «організаційно-управлінських розривів» між українською та німецькою системами. Розглянуто класифікацію моделей менеджменту дуальної вищої освіти та обґрунтовано можливість їх застосування в системі вищої освіти України. Це дозволило визначити систему управлінських заходів щодо адаптації кращих практик до національного контексту, а також обґрунтувати систему вибору бенчмарків як на рівні менеджменту закладу вищої освіти, так і на рівні управління галуззю освіти. Напрацьовано систему моніторингу запровадження та розвитку системи менеджменту дуальної вищої освіти в Україні, що на відміну від існуючих підходів здійснено шляхом розроблення трирівневої системи індикаторів: на макрорівні - для Міністерства освіти і науки України (16 показників), на мезорівні - для органів місцевого самоврядування та галузевих об’єднань роботодавців (6 показників), на мікрорівні – для закладів вищої освіти (10 показників), а також для підприємств-роботодавців (8 показників). Це дозволило на основі проведеного анкетування серед закладів вищої освіти та роботодавців, залучених до експерименту, запровадженого Міністерством освіти і науки України відповідно до наказу №1296, й оброблення його результатів, формалізовано описати базові параметри поточного етапу формування вітчизняного патерну менеджменту дуальної вищої освіти та розробити рекомендації для стейкхолдерів з метою оптимізації управлінських процедур. Запропоновано науково-методичний підхід до управління витратами в системі менеджменту дуальної вищої освіти, що здійснено на основі класифікації та розроблення підходу до обрахунку витрат підприємства на навчання здобувача освіти для моделей дуальної вищої освіти із інтегрованою практичною підготовкою та інтегрованою професійною діяльністю. До складу витрат підприємства на навчання одного здобувача освіти для моделі дуальної освіти із інтегрованою практичною підготовкою запропоновано відносити щорічні витрати підприємства (опціональні та рекомендовані), витрати за періоди перебування здобувача на виробництві (опціональні та обов’язкові) і разові витрати (на методичне та організаційне забезпечення). До складу витрат підприємства на навчання одного здобувача освіти для моделі дуальної освіти із інтегрованою професійною діяльністю запропоновано відносити опціональні, обов’язкові та організаційні витрати. Для кожного з цих видів витрат розроблено механізм їх розрахунку, що враховує такі статті витрат як кількість наставників, залучених до їх підготовки, витрати на роботу координатора від підприємства, а також на підвищення кваліфікації наставників, тривалість перебування здобувача освіти на підприємстві тощо. Удосконалено методичні засади сценарного планування перспективного розвитку системи менеджменту дуальної вищої освіти, що на відміну від існуючих, базується на основі теорії дифузії інновацій Басса та враховує результати оцінювання новаторами якості надання дуальних освітніх послуг та ємності відповідного ринку. Менеджмент дуальної вищої освіти для українського ринку освітніх послуг можна вважати інновацією [56], тому й залучення закладів вищої освіти, здобувачів та підприємств до впровадження чи переходу на навчання за (новою) дуальною формою здобуття освіти можна вважати схожим на поведінку споживачів інноваційної продукції. Коефіцієнт імітації інновації розраховано на базі результатів першого року запровадження дуальної форми здобуття освіти у закладах вищої освіти в рамках експерименту Міністерства освіти і науки України відповідно до наказу №1296. Згідно проведеного сценарного планування перспективного розвитку вітчизняної системи менеджменту дуальної вищої освіти виділено три можливі сценарії – оптимістичний, реалістичний та песимістичний. Обґрунтовано, що найбільш вірогідним в Україні є песимістичний сценарій з огляду на тенденцію до зменшення кількості закладів вищої освіти, несприятливу економічну ситуацію, пасивну позицію приватних закладів вищої освіти, відсутність широкої інформаційної кампанії серед роботодавців, а також невелику кількість розроблених професійних стандартів, часто формальне відношення стейкхолдерів до впровадження інновації тощо.
The thesis describes the development of scientific and methodological principles and organizational mechanisms of the dual studies management in Ukraine given the national socio-economic context and global trends (transition to the knowledge-based economy, automation, polarization and change of the character of jobs caused by technological disruption and digitalization, existing skill-gap etc). The paper examines the relationship between dual studies management introduction and human capital development, innovations, youth unemployment reduction, individual and societal well-being, advancement of competitiveness on the labor market, etc. The author has studied the organizational and economic relations that arise between businesses, higher education institutions, students, regulatory institutions and other stakeholders in the framework of dual studies management introduction and implementation. The dual studies management development in Ukraine has been examined at three different levels: at the macro level - through the coordination of interdepartmental management mechanisms; at the meso level - through the implementation of organizational mechanisms within sectoral and regional educational and production clusters; and at the micro level - through appropriate management technologies. and the organizational structure of higher education institutions, the formation of effective management and communication chains between students, employers, educational institutions and other stakeholders. The conceptual basis of the dual studies management formation has been improved, which is defined as a set of organizational and managerial mechanisms for coordination of complex network interconnections between stakeholders at the macro level (harmonization of regulatory and managerial mechanisms at the level of intersectoral and inter-agency cooperation aimed at the formation of the national dual studies management system and its implementation), at the meso level (cooperation within the education sector, cooperation between employers and their associations within other sectors, as well as among economic entities in the region for the formation of regional dual studies management clusters) and at the micro level (managerial mechanisms of interaction between higher educational establishments, employers and students, as well as structural and functional transformations within the higher educational establishments and enterprises due to the introduction of the dual studies management). This allowed identification and classification of dual studies management stakeholders according to the Mendelow’s Matrix, as well as their superposition in the "impact/engagement" coordinates reflecting the trajectories of changes in the five-year retrospective. The interests, special functions and benefits from the dual studies management introduction have been identified for all stakeholders in the dual studies management system within the national pattern, as well as the efforts on popularizing the dual studies idea in Ukraine, the process and result of its adaptation in a five-year retrospective – from the beginning of the national dual studies management system formation (2013) till the end of the first year of the national experiment launched by the Ministry of Education and Science of Ukraine according to the Order №1296 “On the launch of a pilot project in pre-tertiary and tertiary educational establishments as of the training of specialists in the framework of the dual form of education" (2020). The benefits for, interests and specific functions of all stakeholders in the dual studies management system within the national pattern are discussed. The raising awareness campaign on dual studies conducted in Ukraine is described, as well as the principles of the project approach in the dual studies management system at the macro-, meso- and micro-levels. The analysis of historical, political, economic, social and cultural factors influencing the formation of the German and Ukrainian dual studies management patterns has been carried out. The methodological basis for the dual studies management system development strategy in Ukraine has been improved by means of periodization of the system formation and comparison to the periods of the German dual studies pattern formation (as basic for all others and dominant in the world). In addition, the scientific principles of establishing benchmarks for the development of the dual higher education system in Ukraine have been further developed by identifying (according to the process approach) organizational and managerial "gaps" between the national and the German dual studies management systems. This has confirmed the hypothesis that it is impossible to import the German dual studies management system without its adaptation to the Ukrainian context due to a number of objective factors, namely differences in economic structure and level of economic development of the country, the role of chambers of commerce, social responsibility of employers and their willingness to work closely with higher educational establishments, hardships with the implementation of operational changes and funding issues, etc. In addition, the scientific principles of establishing benchmarks for the domestic dual studies management system development have been further elaborated by means of the identification of organizational and managerial «gaps» between the Ukrainian and German dual studies management systems. This allowed determining the system of management measures aimed at adapting best practices to the national context, as well as to justify the system of selection of benchmarks both at the level of management of higher education institutions and at the level of management of the education sector. A system for monitoring the introduction and development of the dual studies management in Ukraine has been developed as a three-level system of indicators: at the macro level - for the Ministry of Education and Science (16 indicators); at the meso level - for local governments and sectoral associations of employers (6 indicators); and at the micro level - for higher educational establishments and employers (8 indicators). This allowed formalization of the basic parameters of the initial stage of the domestic dual studies management system formation based on two surveys conducted among higher educational establishments and employers involved in the experiment of the Ministry of Education and Science of Ukraine in accordance with the Order №1296 "On the launch of a pilot project in pre-tertiary and tertiary educational establishments as of the training of specialists in the framework of the dual form of education", which also allowed the development of recommendations for stakeholders. A scientific and methodological approach to dual studies cost management has been proposed for the two models – with practical and with professional training integration. The calculation of enterprises’ costs for training of a dual student within the practical training model includes the following groups of costs: annual costs (optional and recommended costs), costs for the periods of an applicant's work-based training periods (optional and mandatory) and one-time costs (methodological and organizational). For the model with professional training integration, it is proposed to include optional, mandatory and organizational costs in the structure of the enterprise's expenses for training of one dual student. For each of these types of costs, a mechanism for their calculation has been developed, which takes into account such cost items as the number of mentors involved in their training, the cost of work of the coordinator from a company, as well as costs of the training of mentors, etc. The methodological basis of scenario planning of perspective development of dual studies management system has been further developed, which, unlike the existing ones, is based on Bass's theory of diffusion of innovations and takes into account the results of innovators' evaluation of dual studies management quality and market capacity of dual studies services. The dual studies management may be considered an innovation for the Ukrainian market of educational services, so the engagement of higher education institutions, students and enterprises in the dual studies may be viewed as similar to the behavior of consumers of innovative products. The coefficient of innovation simulation is calculated on the basis of the results of the first year of introduction of the dual form of education in higher education institutions within the experiment of the Ministry of Education and Science of Ukraine according to Order №1296. According to the long-term scenario planning of the dual studies development in Ukraine, there are three possible scenarios - optimistic, realistic and pessimistic. Given factors such as the declining number of higher education institutions, the unfavorable economic situation, the passive position of private higher education institutions, the lack of a broad information campaign among employers, and the small number of professional standards developed, the often formal attitude of stakeholders to innovation, etc. we consider a pessimistic scenario as the most probable.

Here we show the extent to which the expected world population growth could be lowered by successfully implementing the recently agreed-upon Sustainable Development Goals (SDGs). The SDGs include specific quantitative targets on mortality, reproductive health, and education for all girls by 2030, measures that will directly and indirectly affect future demographic trends. Based on a multidimensional model of population dynamics that stratifies national populations by age, sex, and level of education with educational fertility and mortality differentials, we translate these goals into SDG population scenarios, resulting in population sizes between 8.2 and 8.7 billion in 2100. Because these results lie outside the 95% prediction range given by the 2015 United Nations probabilistic population projections, we complement the study with sensitivity analyses of these projections that suggest that those prediction intervals are too narrow because of uncertainty in baseline data, conservative assumptions on correlations, and the possibility of new policies influencing these trends. Although the analysis presented here rests on several assumptions about the implementation of the SDGs and the persistence of educational, fertility, and mortality differentials, it quantitatively illustrates the view that demography is not destiny and that policies can make a decisive difference. In particular, advances in female education and reproductive health can contribute greatly to reducing world population growth.

Mokomasis CD tipiniai veiklos scenarijai sukurti remiantis pakartotino panaudojimo koncepcija. Teorinėje dalyje atlikta mokomųjų CD, naudojamų ugdymo procese, analizė, aiškintasi pakartotino panaudojimo koncepcija, susipažinta su šablonais – komponentais ir jų taikymu MO (mokymo objektuose). Praktinėje dalyje aprašomas sukurtas mokomasis CD ir jo komponentai, veikimo principas, pateikiami testavimo rezultatai. Šis darbas parengtas naudojantis Adobe Flash CS 3 technologijas, naudojant Action Script 2.
Educational CD with action script realization was created on the basis of re-creating the concept of recovery. Theoretical part of this work includes the analysis of the CD use in teaching and educational processes. It also includes the analysis of the concept of re-use and getting familiar with the pattern of the application of TO (teaching objects). The practical part of the work describes the developed educational CD and its components, operating principle and the test results. This work is based on Adobe Flash CS 3 technology, using Action Script 2.

Problem-based learning is an instructional strategy that emphasises active and experiential learning through problem-solving activity. Using gaming technologies to embed this approach in a three-dimensional (3D) simulation environment provides users with a dynamic, responsive, visually engaging, and cost effective learning experience. Representing real world problems in 3D simulation environments develops knowledge and skills that are applicable to their resolution. The Simulation, User, and Problem-based Learning (SUPL) Design Framework was developed to inform the design of learning environments which develop problem-solving knowledge for real world application. This framework identifies design factors relative to the user, the problem-solving task, and the 3D simulation environment which facilitate the transfer, development, and application of problem-solving knowledge. To assess the validity of the SUPL Design Framework, the Fires in Underground Mines Evacuation Simulator (FUMES) was developed to train mining personnel in emergency evacuation procedures at the Challenger gold mine in South Australia. Two groups of participants representing experienced and novice personnel were utilised to ascertain the effectiveness of FUMES as a training platform in this regard. Findings demonstrated that FUMES accurately represented emergency evacuation scenarios in the Challenger mine. Participants were able to utilise existing real world knowledge in FUMES to resolve emergency evacuation problem-solving tasks and develop new knowledge. The effectiveness of the SUPL Design Framework was also demonstrated, as was the need to design learning environments to meet the learning needs of users rather than merely as static simulations of real world problems. A series of generalisable design guidelines were also established from these findings which could be applied to design problem-based learning simulations in other training contexts.

Many independent boarding schools have customarily hired significant numbers of novice faculty who are not certified teachers and who do not have significant teaching experience. Additionally, the time available to help such novice faculty learn about the many aspects of their jobs is quite limited. Therefore, the methods used to help novice faculty learn, while they already enacting their roles as educators, are important. As a result, this study examined the effectiveness of using school context based learning scenarios as a tool for teaching novice faculty at independent boarding schools. Specifically, the study tried to determine if such scenarios helped novice faculty feel greater self-efficacy and helped them to more effectively gain the benefits of their own experiential learning, thus acquiring more quickly the important knowledge of their craft that senior teachers developed through their own experiential learning. I theorized that this would ultimately lead to their achieving better educational outcomes with their students in all facets of their jobs. First, the researcher interviewed six master teachers from three different junior boarding schools to gather information about the key experiential learning events of successful teachers and then analyzed this data to identify common themes and types of experiences. These narrated, real experiences and the analyses of them were used as the basis for the construction of learning scenarios. These scenarios attempted to both highlight important concepts and approaches to working with adolescents that the master teachers felt they gleaned from the actual experiences and reflect the specific details of the independent boarding middle school where they were used. These scenarios were then read and discussed with the novice faculty at the school as part of their induction to life and work there over the course of a four-month period. To assess the impact of the use of scenarios, the researcher audio recorded, video taped and analyzed two of the scenario learning sessions; had the new faculty respond, in written form, to two scenarios; conducted a focus group with the new faculty, and administered a pre and post scenario learning experience self-efficacy scale.

El presente artículo trae una discusión en torno a la aparición, en México, de mujeres indígenas licenciadas como resultado de la construcción de un modelo educativo que se pretende cuestionador de la lógica desarrollista imperante. Describe y analiza el papel de la política de educación superior intercultural como el detonante en la aparición de este perfil profesional, que viene mostrándose eficazen la generación de transformaciones, familiares, comunitarias y regionales. Parte de una discusión en torno al surgimiento de dicha política, y los debates en torno a sus límites y posibilidades, y aterriza en la propuesta específica de la Universidad Veracruzana Intercultural (UVI).  Para ello analiza las narraciones biográficas de cinco egresadas de la primera generación y la comparación intergeneracional entre una de ellas, su madre, su abuela y su bisabuela, a fin de identificar lo que la experiencia en la UVI aporta a la constitución de estas nuevas actoras.
This article discusses the emergence of new actors among graduate students in Mexico, specifically of indigenous graduate women, who are one of the results of an educational model that intends to question the prevailing developmental logic. It describes and analyzes the role of intercultural higher education policies as catalyst for an emerging professional profile that is having important impacts in building new family, community and regional relations. Through the discussion of these policies, their origins, limits and possibilities, this paper focuses on the specific proposal of the Universidad Veracruzana Intercultural (UVI). It also examines the life experiences of five UVI female graduates, and concentrates in one case in which her trajectory is compared to the life experiences of her own mother, grandmother and great-grandmother. Through these cases, the paper seeks to identify the ways in which the UVI contributes to the constitution of these new female actors.

Educational technology research studies have found computer and software technologies to be underutilized in U.S. classrooms. In general, many teachers have had difficulty integrating computer and software technologies into learning activities and classroom curricula because specific technologies are ill-suited to their needs, or they lack the ability to make effective use of these technologies. In the development of commercial and business applications, participatory design approaches have been applied to facilitate the direct participation of users in system analysis and design. Among the benefits of participatory design include mutual learning between users and developers, envisionment of software products and their use contexts, empowerment of users in analysis and design, grounding of design in the practices of users, and growth of users as designers and champions of technology. In the context of educational technology development, these similar consequences of participatory design may lead to more appropriate and effective education systems as well as greater capacities by teachers to apply and integrate educational systems into their teaching and classroom practices. We present a case study of a participatory design project that took place over a period of two and one half years, and in which teachers and developers engaged in the participatory analysis and design of a collaborative science learning environment. A significant aspect of the project was the development methodology we followed - Progressive Design. Progressive Design evolved as an integration of methods for participatory design, ethnography, and scenario-based design. In this dissertation, we describe the Progressive Design approach, how it was used, and its specific impacts and effects on the development of educational systems and the social and cognitive growth of teachers.
Ph. D.