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Eireflet, Johan, und Buhtoo Helen Petersson. „Det nya verktyget : En undersökning av förskollärares upplevelser med surfplattan“. Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-28141.
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The aim of this thesis is to study preschool-teachers’ experiences from using the computer tablet as a tool for learning and teaching, in order to gain knowledge of how the integrational process of information and communications technology (ICT) in preschool has progressed since its instatement. The background that caused interest to make this study was the rapid progression of the use of ICT-tools in childrens’ everyday lives and the troubles that have surrounded the process of integrating these tools into preschool-practices. The theoretical basis for the analysis of the research lies within the socio-cultural perspective. The methods used to gather empirical data were discussions held in focus-groups consisting of teachers from three different preschools in Sweden where the theme of the discussions were computer tablets. In accordance with a socio-cultural approach to verbal communication as data the discussions were seen as socially situated practices. The results of this study were that tablets were only in part integrated with school-activities as they were well used for by the pedagogues for purposes such as organizing, documentation and communication but not as well used among the children due to different circumstances. Another finding of the study was that teachers find that they often lack the ICT-competences required to develop good learning situations and conditions for their students with the computer tablets. Based on the teachers’ testimonies not only is there a need for in-service training for teachers but perhaps also necessary to provide teachers with further direction for work with computer tablets, how they should be used and the extent of their role within preschool settings.
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Dumas, Kuchling Janine. „1:1 Digital devices and preparatory school teachers’ classroom practices“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80435.
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In this study, the influence of a 1:1 digital device on South African preparatory school teachers’ perceptions regarding their classroom practices is described. The focus is on the Chromebook as an ‘artifact’ of learning. Digital technology is becoming prevalent in all education spheres and, subsequently, interest in this topic is growing. In order to create an environment where optimal learning takes place, teachers and pupils should adapt their learning and teaching methods to embrace the effects of technology. Teachers are at the forefront of education and education trends involving digital devices are becoming a reality across all grades.
Qualitative research was conducted to gain insight into eight teachers’ perceptions on using a 1:1 digital device (the Chromebook) for teaching and learning in a private Gauteng school. The major findings were that teachers had to adapt their preparation, facilitation and assessment strategies to accommodate the use of the Chromebook in the classroom. This was mostly done successfully by the participants. The teachers realised that the Chromebook is a useful learning and teaching artifact or learning and teaching support material as a tool in the classroom. It enhances multimodal learning, encourages the inclusion of multiliteracies, and creates a third space of learning, where teachers and pupils cooperate in constructing new knowledge. A concern addressed by the teachers was that digital learning would have a negative impact on writing skills. They also stated that there should be a balance between technology and traditional teaching methods.
The most important recommendations are that teachers should change their attitude and their preparation and implementation of lessons when using the digital device in the classroom. Teachers should realise that pupils whose parents have the financial means and who have access to trending technology, today’s digital natives, have instant access to information and this has changed the way learning takes place. Although new to some teachers, the use of digital devices is second nature for many pupils of the 21st century. Teachers should embrace opportunities for professional development so that the digital device can be effectively incorporated in the learning process in the classroom.Dissertation (MEd)--University of Pretoria 2020.
pt2021
Humanities Education
MEd
Unrestricted
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Riblett, Matthew J. „Motion-Induced Artifact Mitigation and Image Enhancement Strategies for Four-Dimensional Fan-Beam and Cone-Beam Computed Tomography“. VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5542.
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Four dimensional imaging has become part of the standard of care for diagnosing and treating non-small cell lung cancer. In radiotherapy applications 4D fan-beam computed tomography (4D-CT) and 4D cone-beam computed tomography (4D-CBCT) are two advanced imaging modalities that afford clinical practitioners knowledge of the underlying kinematics and structural dynamics of diseased tissues and provide insight into the effects of regular organ motion and the nature of tissue deformation over time. While these imaging techniques can facilitate the use of more targeted radiotherapies, issues surrounding image quality and accuracy currently limit the utility of these images clinically.
The purpose of this project is to develop methods that retrospectively compensate for anatomical motion in 4D-CBCT and correct motion artifacts present in 4D-CT to improve the image quality of reconstructed volume and assist in localizing respiration-influenced, diseased tissue and mobile structures of interest. In the first half of the project, a series of motion compensation (MoCo) workflow methods incorporating groupwise deformable image registration and projection-warped reconstruction were developed for use with 4D-CBCT imaging. In the latter half of the project, novel motion artifact observation and artifact- weighted groupwise registration-based image correction algorithms were designed and tested. Both deliverable components of this project were evaluated for their ability to enhance image quality when applied to clinical patient datasets and demonstrated qualitative and quantitative improvements over current state-of-the-art.
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Gibbs, Béatrice. „Wii lär oss dansa? : Om dansspel, rörelsekvaliteter och lärande i idrott och hälsa“. Licentiate thesis, Gymnastik- och idrottshögskolan, GIH, Forskningsgruppen för pedagogik, idrott och fritidskultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-3345.
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Few studies have focused on how learning takes place in physical education and health (PEH) practices, and even more so in relation to artifact use. Dance is a core content in the Swedish curriculum, but according to previous research it nevertheless rarely occurs in practice due to many teachers’ lack of knowledge. Movement qualities are something that students are supposed to develop in the subject, where dance can be used as a form of activity. The aim of the licentiate thesis is to examine students’ use and development of different movement qualities in a learning process where dance exergames are used as teaching aids in the PEH practice in upper secondary school. The research questions in the study are: (1) what kind of movement qualities do students use when they interact with each other and with dance exergames, and (2) how does the learning of movement qualities occur when dance exergames are used as teaching aids? A series of seven PEH-lessons were designed. Four of the lesson had a spe-cific purpose, such as working with rhythm and coordination where the exergames Nintendo Wii Just Dance 3 and 4 were used as teaching aids. In two other lessons the students worked in groups to create their own dances, and as a final goal, at lesson seven, the groups presented their dances. All the lessons were video recorded. A framework inspired by Laban’s movement analysis was used to analyze the students’ movement qualities, based on four aspects: body, space, effort and relationship. To be able to analyze the students, the dance exergames and the context as a whole, the study involved a socio-cultural ap-proach to learning. Learning situations in the ongoing practice were also ana-lyzed, where learning was investigated as something that occurs through inter-actions between students and between students and artifacts. The results show a way to describe students’ movement qualities, which con-tribute to PEH-teachers language of knowledge in movement. The results also demonstrate that learning occurred through imitation, repetition, communica-tion, negotiation, practice, modeling, instruction and using metaphors. A con-clusion is that students’ use and development of movement qualities do not depend on the use of the dance exergames per se, instead it depends on how the dance exergames are used in PEH practice.Forskningslinjen Utbildning
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Thorén, Mia. „"Och väggarna förvandlades till världen runtomkring" : pedagogers röster och praktiker kring att främja elevers fantasi och kreativitet i och genom fritidshemmets inomhusmiljö“. Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20270.
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Betoningen i fritidshemmets och dess pedagogers uppdrag ligger på det som många gånger är oförutsägbart – lek, utforskande och kreativa arbetssätt samt att främja elevers fantasi och kreativitet. Fritidshemmet är även en fysisk plats – en komplex miljö där förväntningar om informellt lärande och omsorg ska iscensättas och ta plats. Den fysiska inomhusmiljön i fritidshemmet och pedagogernas roll i att använda den som en del av det pedagogiska uppdraget finns inte i detalj specificerat i styrdokumenten och är ett område som inte tidigare prioriterats högt i akademisk forskning, men kan ses vara på tydlig uppgång. Studien, som genomförts i form av samtalspromenader tillsammans med pedagoger på fyra fritidshem i Skåne syftar till att – genom ett designteoretiskt och sociokulturellt perspektiv – belysa pedagogers intentioner och praktiker kring att främja elevers kreativitet och fantasi i och genom den fysiska inomhusmiljön på fritidshemmet. Den ställer även frågan kring vilka artefakter som används för detta syfte och på vilket sätt de presenteras för eleverna. Studiens resultat visar en samstämmig bild av både det utbud av artefakter som presenteras för elever i syfte att främja kreativitet och fantasi, och ett ospecificerat uppdrag som i högsta grad är levande för pedagogerna men många gånger är marginaliserat.The emphasis of Swedish leisure-time teachers assignment lies in the unpredictable characteristics of play, explorative and creative ways of working and encouraging child fantasy and creativity. The leisure time centre is also a physical space where a complex mix of expectations of informal learning and care takes place. The physical learning environment of Swedish leisure-time centres, and the teacher’s assignment concerning it, is neither in detail regulated in steering documents nor well documented in academic research but seems to be an upcoming subject of attention. This study, which has been executed as walking interviews with teachers in four Swedish leisure-time centres, aims to – through a sociocultural and multimodal theoretical perspective – illustrate the intention and applied practices concerning the encouraging of child fantasy and creativity in and through physical learning environment. It also aims to explore the use and range of artifacts and how they are presented to children. The results of this study present a unanimous picture of the range of artifacts used and an assignment highly vivid to the teachers but still unspecified as well as marginalized.
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Ghazi, Shabo Andira, und Amal Audish Basa Sarok. „Vilka beskrivningar avteknikämnet framkommer hosniondeklassare i grundskolan?“ Thesis, KTH, Lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280878.
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Syftet med denna studie har varit att förstå hur högstadieelever i årskurs 9 i sex svenska skolor beskriver teknikämnet samt ta reda på vad de uppger att det de har lärt sig respektive vad de saknat kring innehåll i teknikämnet efter 9 år i grundskolan. Studien bygger på en enkätundersökning ifylld med hjälp av papper och penna. Respondenter fick svara på frågorkring vad de anser att teknik är, samt vad de har lärt sig och eventuellt saknat iteknikundervisningen under grundskolans gång. 252 enkäter delades ut och 250 besvarades. DiGirnonimos (2011) ramverk har använts för att kategorisera uttalanden avseende teknikens natur som framkommer i elevernas enkätsvar. I resultatet framkommer att teknik beskrivet som artefakt och teknik som skapandeprocess samt beskrivningar relaterade till teknikens roll i samhället är de mest återkommande dimensionerna i respondenternas svar. Däremot är det inte så många elever som beskriver teknik relaterat till teknikens historia eller teknik som mänsklig verksamhet. Ett annat innehåll som framhålls av eleverna som något de har lärt sig mycket om är programmering. Teman såsom el-teknik, sätt att tänka för att lösa problem etc.(som en ingenjör), tekniska system, miljöfrågor relaterat till teknik framkommer också, dock med avsevärt mindre frekvens. Resultatet visar att eleverna generellt nämner innehållet i teknikundervisning från olika håll, Många elever kan uttrycka flera av DiGironimosdimensioner när de får frågan om vad teknik är. Men eftersom vissa områden, exempelvis denhistoriska dimensionen inte riktigt framkommer krävs fortfarande tydlighet och en mer välplanerad teknikundervisning för att täcka hela innehållet som står i kursplanen för teknikämnet. En relativt stor andel av eleverna visar osäkerhet kring vilket teknikinnehåll som de saknat i sin teknikundervisning. Det kan förstås bero på att de inte vet vad de har att vänta av undervisningen. Det som framkommer i elevernas svar är att de saknar programmering, teknikinnehåll, konstruktion, resurser, praktiskt arbete vilket också sammanfaller med vad de anser att de lärt sig. En tolkning är att dessa områden är elevernas beskrivning av vad teknikämnet omfattar och att det är detta som de också anser sig behöva mer av.The purpose of this study has been to understand how high school students year 9 in six Swedish schools describe the subject of technology and state what they have learned and what they lacked about content in the subject of technology after 9 years in primary school. The study is based on a questionnaire completed using paper and pen. Respondents had to answer questions about what technology is, and what they have learned and possibly missed in technology teaching during primary school. 252 questionnaires were distributed and 250 were answered. DiGirnonimo's (2011) framework has been used to categorize statements regarding the nature of technology that appear in students' questionnaire responses. The results show that technology described as an artifact and technology as a creative process as well as descriptions related to the role of technology in society are the most recurring dimensions in the respondents' answers. However, not many students describe technology related to the history of technology or technology as human activity. The results show that students seem to have learned the most about construction technology and drawing technology. Another content that is emphasized by the students as something they have learned a lot about is programming. Themes such as electrical engineering, ways of thinking to solve problems, etc. (as an engineer), technical systems, environmental issues related to technology also emerge, but with less frequency. The results show that students generally mention technology teaching from different angles. Many students can express several of DiGironimo's dimensions when asked what technology is. However, as some areas, such as the historical dimension, do not really emerge, clarity and more well-planned technical teaching are still required to cover the entire content of the syllabus for the technical subject. A relatively large proportion of the students show uncertainty about what technology content they lacked in their technology teaching. This may of course be because they do not know what to expect from the teaching. What emerges in the students' answers is that they lack programming, technical content, construction, resources, practical work, which also coincides with what they think they have learned. One interpretation is that these areas are the students'description of what the subject of technology includes and that this is what they also considerneeding more of.
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Bigenho, Christopher William. „Student reflections as artifacts of self-regulatory behaviors for learning: A tale of two courses“. Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103291/.
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The rapid growth of online and blended learning environments in both higher education and K-12, along with the development of innovative game based, narrative driven, problem-based learning (PBL) systems known as Alternate Reality Games (AltRG), has led to the need to understand student’s abilities to self-regulate their learning behaviors and practices in these novel environments. This study examines student reflections and e-mails related to self-regulatory practices for learning across two different course designs for an Internet-based course in computer applications. Both designs leverage PBL but apply different levels of abstraction related to content and the need to self-regulate. The study looked specifically at how students communicated about learning across these environments, what student communications indicated about student readiness for university online learning and how instructional design and methods of instruction shaped student expressions of learning and self-regulation. The research design follows an ethnographic and case study approach as two designs and four sections are examined. Data was collected from student blog posts, email messages and semi-structured interviews. Atlas.TI was used to code the data using constant comparative analysis. A sequential analysis was applied using an a priori structure for self-regulation and post hoc analysis for emergent codes that resulted in the following categories: distraction, group experience, motivation, emotion, prior experiences, and time. Results indicated qualitative differences between the two designs related to student communications for learning and self-regulation. Findings were reported for both the a priori and post hoc analysis. Additionally, two major findings are reported as emerging themes. These are presented and discussed as The Expectation Gap and Different Designs, Different Outcomes.
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Wetterlund, Simon. „Samiska politikers lärande : Rätten att få vara exkluderad och fortfarande vara inkluderad“. Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-254563.
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In this essay i present a study on political learning of a minority ethnicity whose political history in the institutional form began in 1993. The ethnicity in question is the Sami’s and in 1993 the Sami Parliament was established. The establishment of the Sami parliament radically changed the preconditions for political work. Sami politics came to be pursued in an organized manner in the form of a public authority and democratically elected units. In these study Sami politician's perceptions of political learning is investigated. Special attention is directed towards individual- as well as organizational and institutional level. The theories used are Vygotsky's sociocultural perspective on learning complemented with a Foucault-inspired discourse analysis. The method used is semi-structured interviews. The results show that learning is essentially perceived to take place on an individual level and that the organizational and institutional level only to some extent supports the individual level of learning
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Steeples, Christine. „Networked learning environments : continuing professional development and the creation and use of multimedia artifacts“. Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418857.
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Sutter, Berthel. „Instruction at heart. Activity-theoretical studies of learning and development in coronary clinical work“. Doctoral thesis, Ronneby : Blekinge Institute of Technology, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00185.
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The aim of the thesis is to study the role of instruction in the interconnection of instruction-learning-development. The thesis consists of six empirical papers and a summing-up and perspectivizing introductory paper. Five of the empirical studies concern so called heart conferences, clinical diagnostic meetings, which at the time of my study, 1995-1996, were arranged as telemediated conferences between a sub-team of surgeons and radiologists in a university clinic, and a sub-team of cardiologists and radiologists in a regional hospital. The outcome of the coronary diagnostic work in the heart conferences was patient diagnoses and decided-upon treatment (surgery, balloon dilatation, or conservative treatment). The sixth empirical study, conducted in the autumn 2000, investigates the design and redesign of a central artifact used in the heart conference, ?the angio film,? produced in the angio lab. A recurrent theme in the empirical papers is whether artifacts might be instructive and, if so, in what ways. The introductory paper is a hybrid between an ordinary summing-up paper of the findings in the empirical studies, and a perspectivizing presentation of activity-theoretical approaches to instruction, learning and development, elaborating on three basic aspects (learning as a collaborative phenomenon, the instructiveness of artifacts, and the relation between learning and development on an individual level, but primarily on an activity level). In conclusion, my study outlines an approach to learning based on new perspectives on instruction.Studier av läkares co-coaching av varandra som ett led i deras samarbete rörande kranskärlsdiagnostiskt arbete. Artefaktanvändning, lärande och versamhetsutveckling.
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Dossa, Maximilien. „Aide à la modélisation et au traitement de données massives : proposition d'un guide méthodologique“. Thesis, Montpellier, 2019. http://www.theses.fr/2019MONTD030.
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Le monde des entreprises a connu par le phénomène du Big Data un bouleversement extraordinaire. Véritable Big Bang technologique, le Big Data a ouvert des perspectives formidables en matière de développement par le biais du traitement et de l’analyse des données qu’il génère. Dans l’absolu, le potentiel que contient le Big Data est un élément majeur en matière de compétitivité mais il apparait cependant aujourd’hui que la maîtrise de ce potentiel est fortement compromise ou freinée par une somme de problématiques liées à l’ampleur du phénomène ; les méthodologies traditionnelles s’essoufflent et se montrent de moins en moins performantes. Cette recherche propose d’apporter une contribution susceptible de faciliter le passage entre une analyse classique et une analyse novatrice en environnement Big Data. En suivant la méthodologie de la Science du Design, nous proposons de créer un artefact, sous forme de guide méthodologique, composé d’un ensemble de solutions de machine learning empruntées aux Data Science, mis à disposition des entreprises pour aider à l’accès, à la compréhension, à l’utilisation et à l’analyse des données massives.The world of corporations was revolutionized under the impact of the Big Data phenomenon. Truly a technological Big Bang, Big Data opened many doors towards research and development because of the analysis and treatment it requires. Big Data has always been recognized with a highly competitive potential, however today it appears that there is trouble in controlling this potential. The reason is a number of problems arising linked to size of the revolution; traditional methods are starting to be obsolete and are less effective. This research aims at proposing a contribution to making the transition easier between a classical analysis and innovative analysis. Following the methodology of the Science of Design, we propose creating an artifact that takes form in a methodological guide. It will be composed of a set of machine learning solutions that take root in data science. They will be made available to companies to help the access, the comprehension, and the usage of Big Data
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Ullvin, Amanda. „Reduction of streak artifacts in radial MRI using CycleGAN“. Thesis, KTH, Skolan för kemi, bioteknologi och hälsa (CBH), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-284344.
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One way of reducing the examination time in magnetic resonance imaging (MRI) is to reduce the amount of raw data acquired, by performing so-called undersampling. Conventionally, MRI data is acquired line-by-line on a Cartesian grid. In the field of Cardiovascular Magnetic Resonance (CMR), however, radial k-space sampling is seen as a promising emerging technique for rapid image acquisitions, mainly due to its robustness against motion disturbances occurring from the beating heart. Whereas Cartesian undersampling will result in image aliasing, radial undersampling will introduce streak artifacts. The objective of this work was to train the deep learning architecture, CycleGAN, to reduce streak artifacts in radially undersampled CMR images, and to evaluate the model performance. A benefit of using CycleGAN over other deep learning techniques for this application is that it can be trained on unpaired data. In this work, CycleGAN network was trained on 3060 radial and 2775 Cartesian unpaired CMR images acquired in human subjects to learn a mapping between the two image domains. The model was evaluated in comparison to images reconstructed using another emerging technique called GRASP. Whereas more investigation is warranted, the results are promising, suggesting that CycleGAN could be a viable method for effective streak-reduction in clinical applications.
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Kim, Harang. „Designing Learning Activities to Support Young Women’s Interest in Programming and Computational Thinking“. Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20711.
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Over the last few years, the importance of computer science education for children has been promoted more and more vigorously. In addition, the demand for technology occupations has increased rapidly, and there are many job opportunities in computer science. However, there are not many women working in this field. One of the reasons is young women’s lack of interest in computer science. This study investigates how to attract young women to computer programming and support computational thinking through design and develop learning activities. This study’s approach includes several related researches, theories, and methodologies. Interviews, workshops, and observations were used to determine design requirements. The results demonstrate that tangible and meaningful artifacts are effective educational tools for computer programming. Based on the results, this research developed a prototype, “TomatoBox,” a do-it-yourself kit that creates toys while providing an enjoyableactivity to learn programming.
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Gualtieri, Nicolas Andres. „Experiências de mediação com artefatos didáticos no contexto da educação a distância da Universidade Federal de Goiás no curso de especialização África em Arte-Educação: construção de objetos pedagógicos“. Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/8043.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The following paper aims the relationship between students, their daily ex-periences at África em Arte-Educação: Construção de Objetos Pedagógicos, a distance learning graduate course and audiovisual didactic artifacts, made by the CIAR-UFG (Centro Integrado de Aprendizagem em Rede). Five stu-dent stories were collected from this course, in order to get a critical evalua-tion and collecting feedbacks that will help improve the student-professor relationship, and especially the creation of audiovisual didactic content for distance learning courses at Universidade Federal de Goiás.
Este projeto visa analisar a relação entre as experiências cotidianas dos alu-nos que participaram do curso de especialização África em Arte-Educação: Construção de Objetos Pedagógicos (modalidade à distância) e os artefatos didáticos audiovisuais, produzidos pelo Centro Integrado de Aprendizagem em Rede, da Universidade Federal de Goiás. Foram recolhidos os relatos e as experiências de cinco alunos que participaram do curso, a fim de fazer uma avaliação e receber sugestões que permitam melhorar os processos de mediação entre aluno-professor e, especialmente, a produção de materiais didáticos audiovisuais para os cursos de modalidade a distância, no contexto da Universidade Federal de Goiás.
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Svoboda, Pavel. „Restaurace obrazu konvolučními neuronovými sítěmi“. Doctoral thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2017. http://www.nusl.cz/ntk/nusl-412577.
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Tématem práce je použití konvolučních neuronových sítí pro obecnou restauraci obrazu. Ta se typicky provádí za pomoci specializovaných metod pro konkrétní typ poškození. Model konvoluční sítě zde představuje jednotný přístup, který je aplikován na dva různé typy degradace obrazu, pohybem rozmazané snímky registračních značek a artefakty vznikající vysokou kompresí. Na modely konvolučních sítí je nahlíženo ze dvou úhlů. A to jak dobře si konvoluční sítě vedou v porovnání se současnými metodami pro restauraci konkrétního typu poškození a jak velký rozsah poškození je právě jeden model ještě schopen zpracovat. Klasické metody jsou charakteristické svým úzkým zaměřením na konkrétní typ poškození. Díky své specializaci tyto metody dosahují velmi dobrých výsledků a reprezentují tak dosažené poznání v oboru. Naproti tomu je představena myšlenka jednotného přístupu, tedy mapování poškozeného obrazu přímo na restaurovaný obraz. Ta je primárně ovlivněna současným vývojem konvolučních neuronových sítí a jejich hlubokého učení v počítačovém vidění. Právě učením konvoluční sítě lze jednoduše získat model zaměřený na konkrétní typ poškození. Ten je současně nezřídka schopen pokrýt širokou škálu úrovní konkrétního poškození. V práci je představena metoda přímého mapování z rozmazaného na ostrý obraz pro restauraci pohybem rozmazaných snímků. Ta je odvozena od modelů využívaných v počítačovém vidění pro sémantickou segmentaci obrazu. V případě odstranění kompresních artefaktů je tento přístup rozšířen o specifické učení modelu a různé modifikace samotné architektury sítě. Modely konvolučních sítí v porovnání s tradičními metodami dosahují kvalitativně lepších výsledků. Zároveň se zde představené modely jednoduše vypořádají s širokým rozsahem konkrétního poškození. Ukazuje se tak, že právě modely konvolučních sítí by mohly reprezentovat jednotný přístup pro restauraci různých typů poškozeni.
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Ceder, Clara. „Design & Narration? : -A research exploring how design and narration, collectively, work as a means to expand the uncharted field of design pedagogy“. Thesis, Konstfack, Institutionen för Bildpedagogik (BI), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-3330.
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ABSTRACT This text process a design pedagogical research executed in Arvidsjaur during the fall of 2011. The formulation of questions that this study circles around regards how combining design and narration can be used in the development of design pedagogy. Also scrutinized, how did the formulation of this research affect the outcome and what means, in addition their attendance, did the people who partook contribute with? The purpose is to find a pedagogic angle that moves focus away from the finished product and onto other aspects of the design process. To clarify, by investigating how narration adapts as a tool during a design process this research seek to enlighten ways that we comprehend, and make use of, our surroundings while working towards a common - designed - goal. What comes about when gathering a group of people and asking them to represent Arvidsjaur by designing a cup? The material used emanates from observations, narratives, images and finished artifacts – all deriving from a set of workshops held in the city of Arvidsjaur. To partake in the workshops was voluntary and the invite began with the question/statement: Design and narration? An ethnographically inspired method preceded the structure of the study and hence made it impossible to foreordain what would occur before arriving in Arvidsjaur. By placing the gathered material and observations along with a set of selected theories, such as sociocultural learning and social constructionism, I wish to enlighten and point out qualities, along with weaknesses, that this study occupies. Beyond a written contribution, and the work on the field, the research resulted in a number of designed cups. These cups were photographed, processed, and depicted in three different ways – as posters and as a series of photographs. These images were on display during an exhibition at Konstfack in December 2011. My contribution to the exhibition was meant as a continuation on questions regarding design and narration. What happens e.g. with an item when it is displayed in this matter? When moved from one context to another? It is thus a way to stress the importance of questioning and challenge the way we apprehend our surroundings and what we chose to enlighten or leave out – a comment on a stirring development. I did not wish to explain to the viewer what the cups narrate; they were made to reveal something on their own. How they ultimately are received becomes yet another way of pointing out that how we experience something is dependent on a variety of circumstances.
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Riese, Emma. „Sharing IT knowledge within a Swedish bank : A survey based case study of IT related training, help functions and communication“. Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-189549.
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An efficient, functioning IT environment is vital to many companies, even to those not calling themselves IT companies. How to assimilate the IT skills needed and get the IT department to share their knowledge with the rest of the organization can, however, be difficult. The aim of this thesis is to find differences between how a company’s IT department employees and other employees experience and use IT training and IT help functions. The aim is also to identify and make suggestions on what artifacts and help functions can be further developed in order to enhance learning and sharing of IT knowledge. A case study was conducted at the Swedish bank Handelsbanken. The employees’ experiences and use of IT related training, artifacts and help functions were studied through a survey that was complemented by interviews and observations. A Mann-Whitney U test was conducted on the survey answers. The result shows differences between the IT department employees and other employees in three areas: IT introduction, wish for more IT training and frequency in calling the IT help desk. Further, the result indicates that the new employee orientation, the internal handbook, e-support and IT help desk all have room for improvements.En effektiv, fungerade it-miljö är nödvändig för i stort sett alla företag, även för dem som inte benämner sig själva som it-företag. Hur företagen kan ta till sig de it-kunskaper som behövs och få it-avdelningen att dela med sig av sin kunskap till resten av organisationen, kan dock vara svårt. Syftet med detta examensarbete är att hitta skillnader mellan hur ett företags medarbetare på it-avdelninen och andra medarbetare i organisationen upplever och använder it-utbildning och it-hjälpfunktioner. Syftet är också att identifiera och ge förslag på vilka tjänster och hjälpfunktioner som kan vidareutvecklas för att främja lärande och delning av it-kunskap. En fallstudie genomfördes på Svenska Handelsbanken. Medarbetarnas upplevelser och användning av it-relaterad utbildning, tjänster och hjälpfunktioner studerades genom en enkätundersökning, som kompletterades med intervjuer och observationer. Ett så kallat Mann-Whitney U-test genomfördes på enkätsvaren. Resultatet visar på skillnader mellan it-avdelningens medarbetare och andra medarbetare i organisationen inom tre områden: it-introduktion, önskan att få mer it-utbildning samt frekvensen i hur ofta de ringer till it-supporten. Resultatet visar också att introduktionen för nyanställda, den interna handboken, e-supporten och it-supporten alla har förbättringsområden.
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Ghani, Muhammad Usman. „Data and image domain deep learning for computational imaging“. Thesis, 2021. https://hdl.handle.net/2144/41921.
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Deep learning has overwhelmingly impacted post-acquisition image-processing tasks, however, there is increasing interest in more tightly coupled computational imaging approaches, where models, computation, and physical sensing are intertwined. This dissertation focuses on how to leverage the expressive power of deep learning in image reconstruction. We use deep learning in both the sensor data domain and the image domain to develop new fast and efficient algorithms to achieve superior quality imagery.
Metal artifacts are ubiquitous in both security and medical applications. They can greatly limit subsequent object delineation and information extraction from the images, restricting their diagnostic value. This problem is particularly acute in the security domain, where there is great heterogeneity in the objects that can appear in a scene, highly accurate decisions must be made quickly, and the processing time is highly constrained. Motivated primarily by security applications, we present a new deep-learning-based MAR approach that tackles the problem in the sensor data domain. We treat the observed data corresponding to dense, metal objects as missing data and train an adversarial deep network to complete the missing data directly in the projection domain. The subsequent complete projection data is then used with an efficient conventional image reconstruction algorithm to reconstruct an image intended to be free of artifacts.
Conventional image reconstruction algorithms assume that high-quality data is present on a dense and regular grid. Using conventional methods when these requirements are not met produces images filled with artifacts that are difficult to interpret. In this context, we develop data-domain deep learning methods that attempt to enhance the observed data to better meet the assumptions underlying the fast conventional analytical reconstruction methods. By focusing learning in the data domain in this way and coupling the result with existing conventional reconstruction methods, high-quality imaging can be achieved in a fast and efficient manner. We demonstrate results on four different problems: i) low-dose CT, ii) sparse-view CT, iii) limited-angle CT, and iv) accelerated MRI.
Image domain prior models have been shown to improve the quality of reconstructed images, especially when data are limited. A novel principled approach is presented allowing the unified integration of both data and image domain priors for improved image reconstruction. The consensus equilibrium framework is extended to integrate physical sensor models, data models, and image models. In order to achieve this integration, the conventional image variables used in consensus equilibrium are augmented with variables representing data domain quantities. The overall result produces combined estimates of both the data and the reconstructed image that is consistent with the physical models and prior models being utilized. The prior models used in both image and data domains in this work are created using deep neural networks. The superior quality allowed by incorporating both data and image domain prior models is demonstrated for two applications: limited-angle CT and accelerated MRI.
A major question that arises in the use of neural networks and in particular deep networks is their stability. That is, if the examples seen in the application environment differ from the training environment will the performance be robust. We perform an empirical stability analysis of data and image domain deep learning methods developed for limited-angle CT reconstruction. We consider three types of perturbations to test stability: adversarially optimized, random, and structural perturbations. Our empirical analysis reveals that the data-domain learning approach proposed in this dissertation is less susceptible to perturbations as compared to the image-domain post-processing approach. This is a very encouraging result and strongly supports the main argument of this dissertation that there is value in using data-domain learning and it should be a part of our computational imaging toolkit.
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Politt, Clemens Carl Emil. „Introducing Artificial Intelligence into sustainable business models : development of an artifact to facilitate sustainable business model innovation“. Master's thesis, 2020. http://hdl.handle.net/10400.14/31145.
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Through the rise of sustainable business models, social and environmental dimensions made
their way into the renowned research field of business models and business model innovation.
Thereby, sustainable business model patterns can support the challenging process of designing
and innovating appropriate sustainable business models. While it seems to be a promising
approach to employ artificial intelligence and machine learning for sustainable business model
innovation, a generally acknowledged lack of corresponding support systems exists. Therefore,
this study addresses the development of an information technology-based artifact that facilitates
the process of sustainable business model innovation by leveraging sustainable business model
patterns. The artifact comprises two different machine learning models. The first model focuses
on creating the required algorithm for detecting sustainable business model patterns based on
company descriptions. The second model provides a direct link to public news articles. Based
on the users' individual preferences, the artifact can execute customized queries and detect news
articles containing sustainable business model patterns. Thus, it shows valuable insights into
the proper application of sustainable business models and should be considered as “proof of
concept” for future research.Através da ascensão de modelos de negócio sustentáveis, as dimensões sociais e ambientais entraram no distinto campo da pesquisa de modelos de negócio e na inovação de modelos de negócio. Assim, os modelos de negócio sustentáveis podem apoiar o processo desafiador de conceção e inovação de modelos de negócio sustentáveis apropriados. Embora pareça ser uma abordagem promissora empregar inteligência artificial e aprendizagem de máquinas para a inovação de modelos de negócio sustentáveis, existe uma falta geralmente reconhecida de sistemas de apoio correspondentes. Portanto, este estudo aborda o desenvolvimento de um artefacto baseado em tecnologia da informação que facilita o processo de inovação de modelos de negócios sustentáveis, alavancando padrões de modelos de negócios sustentáveis. O artefacto compreende dois modelos diferentes de aprendizagem de máquinas. O primeiro modelo concentra-se na criação do algoritmo necessário para detetar padrões de modelos de negócio sustentáveis baseados nas descrições da empresa. O segundo modelo fornece uma ligação direta a artigos noticiosos públicos. Com base nas preferências individuais dos usuários, o artefacto pode executar consultas personalizadas e detetar artigos de notícias contendo padrões de modelos de negócios sustentáveis. Assim, ele mostra insights valiosos sobre a aplicação adequada de modelos de negócios sustentáveis e deve ser considerado como “prova de conceito” para futuras pesquisas.
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Hoff, Michael. „Taxonomies, knowledge and artifacts; interactivity in category learning“. Phd thesis, 2009. http://hdl.handle.net/10048/828.
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Many adult concepts can be represented in taxonomies hierarchical systems in which concepts are differentiated into varying levels of abstraction (e.g., musical instrument, wind instrument, flute) related by class inclusion (a flute is a wind instrument and a wind instrument is a musical instrument). Indeed, most natural kinds (e.g., whale, tree) and artifacts (e.g., flute, truck) are generally believed to fall within taxonomies. Moreover, in real world contexts, concepts are probably rarely learned as explicitly contrasting sets existing completely outside of known taxonomies (that is, one might not learn cats vs. dogs without also learning that both are types of animals, and that both include more specific subcategories). Surprisingly, relatively little research has been done on the learning of categories that are hierarchically structured. The present study began an investigation into how adults learned new concepts that are hierarchically structured. In Experiment 1, participants learned to classify items at one taxonomic level then at a later time classified items at either the same or a different level. The results suggested that people were unable to clearly detect the relationship among alternate levels of the hierarchy prior to exposure of those levels. However, results in Experiment 1 also suggested that learning multiple categories might lead to deeper understanding of how features transfer or generalize to higher taxonomic levels. The remaining experiments addressed more explicitly the influence of hierarchical structures on category learning by including prototype and control items, along with artificial and knowledge-based category labels. Results from these experiments indicated that, at least within the parameters of this study, prior experience cued by knowledge-based category labels interacted adversely with abstract materials and interfered with mapping of item information to categories. Moreover, when the relationship between categories and item information is unclear, generalization might be one important means by which people categorize.
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Hoff, Michael. „Taxonomies, knowledge, and artifacts ; interactivity in category learning /“. 2010. http://hdl.handle.net/10048/828.
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Thesis (Ph. D.) -- University of Alberta, 2010."A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy, Department of Psychology, University of Alberta." Title from pdf file main screen (viewed on November 23, 2009). Includes bibliographical references.
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Grant, Michael M. „Individual differences in constructionist learning environments qualitative inquiry into computer mediated learning artifacts /“. 2002. http://purl.galileo.usg.edu/uga%5Fetd/grant%5Fmichael%5Fm%5F200208%5Fphd.
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Lupal, Gregory G. „Some artifacts of peer collaboration in the learning of mathematics“. 1995. http://hdl.handle.net/1993/12215.
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(9180506), Vandith Pamuru Subramanya Rama. „Analysis of Design Artifacts in Platform-Based Markets“. Thesis, 2020.
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Digitization has led to emergence of many platforms-based markets. In this dissertation I focus on three different design problems in these markets. The first essay relates to augmented-reality platforms. Pok\'emon Go, an augmented-reality technology-based game, garnered tremendous public interest upon release with an average of 20 million active daily users. The game combines geo-spatial elements with gamification practices to incentivize user movement in the physical world. This work examines the potential externalities that such incentives may have on associated businesses. Particularly, we study the impact of Pok\'emon Go on local restaurants using online reviews as a proxy for consumer engagement and perception. We treat the release of Pok\'emon Go as a natural experiment and study the post-release impact on the associated restaurants. We find that restaurants located near an in-game artifact do indeed observe a higher level of consumer engagement and a more positive consumer perception as compared with those that have no in-game artifacts nearby. In addition, we find that the heterogeneous characteristics of the restaurants moderate the effect significantly. To the best of our knowledge, this study is the first to examine the economic implications of augmented-reality applications. Thereby, our research lays the foundations for how augmented-reality games affect consumer economic behavior. This work also builds insights into the potential value of such associations for business owners and policymakers.
The second essay focuses on the platform design problem in sponsored seaerch ad-market.Recent advances in technology have reduced frictions in various markets. In this research, we specifically investigate the role of frictions in determining the efficiency and bidding behavior in a generalized second price auction (GSP) -- the most preferred mechanism for sponsored search advertisements. First, we simulate computational agents in the GSP setting and obtain predictions for the metrics of interest. Second, we test these predictions by conducting a human-subject experiment. We find that, contrary to the theoretical prediction, the lower-valued advertisers (who do not win the auction) substantially overbid. Moreover, we find that the presence of market frictions moderates this phenomenon and results in higher allocative efficiency. These results have implications for policymakers and auction platform managers in designing incentives for more efficient auctions.
The third essay is about user-generated content platforms. These platform utilize various gamification strategies to incentivize user contributions. One of the most popular strategy is to provide platform sponsorships like a special status. Previous literature has extensively studied the impact of having these sponsorships user contributions. We specifically focus on the impact of losing such elite status. Once their contributions to the platform reduce in volume, elite users lose status. Using a unique empirical strategy we show that users continue to contribute high quality reviews, even though they lose their status. We utilize NLP to extract various review characteristics including sentiment and topics. Using an empirical strategy, we find that losing status does not modify the topic of the reviews written by the users, on average.
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„The application of artifacts in the teaching and learning of grade 9 geometry“. Thesis, 2005. http://hdl.handle.net/10413/3938.
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The main focus of the study was to explore how the experiences that the learners went through in the Technology class during the construction and design of artifacts, could be used to inform the teaching of Geometry in the mainstream Mathematics classes. It was important to find out how the teaching of Geometry would allow the learners to both reflect and utilize the Geometry they know, as a starting point or springboard for further study of Geometry. Data was collected through observations, structured and semi-structured interviews of a sample of twenty grade 9 learners of Mashesha Junior Secondary School of Margate in KwaZulu Natal. It was collected through observation of drawings and completely constructed double-storey artifacts at different intervals of designing. Observations and
notes on every activity done by the learners for example, measurements, comparisons, estimations, scaling, drawings use of symmetry and perspective drawing were kept and analyzed. Data for the interviews was collected in the form of drawings, photographs, transcriptions of video and audiotapes. The observations in particular were looking for the Geometry in finished artifacts. Interviews with the learners were directed at how each learner started drawing a house to the finish. When and how scale drawing, projections, angles made and length preservation were used by the learner, was of utmost importance. It is believed that grade 9 learners of Mashesha have Geometric experiences which can be used to inform the teaching of Geometry in mainstream mathematics. It was found that this experience brought by the learners from the Technology construction of artifacts could cause the learners to find mainstream mathematics interesting and challenging. It is also believed that the use of projective Geometry already employed by the learners can be incorporated in mainstream mathematics so as to improve how learners understand
Euclidean Geometry. In this way, it is believed, that the teaching of Geometry will allow the learners to utilize and reflect the Geometry already known to them. This Geometry would therefore be used as a starting point for further study of Geometry. Suggestions for further research and recommendations for the improvement of Geometry teaching and learning have also been made.Thesis (M.Ed)-University of KwaZulu-Natal, Durban, 2005.
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„A learning-by-example method for reducing BDCT compression artifacts in high-contrast images“. 2004. http://library.cuhk.edu.hk/record=b5891878.
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Wang, Guangyu.Thesis submitted in: December 2003.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2004.
Includes bibliographical references (leaves 70-75).
Abstracts in English and Chinese.
Chapter 1 --- Introduction --- p.1
Chapter 1.1 --- BDCT Compression Artifacts --- p.1
Chapter 1.2 --- Previous Artifact Removal Methods --- p.3
Chapter 1.3 --- Our Method --- p.4
Chapter 1.4 --- Structure of the Thesis --- p.4
Chapter 2 --- Related Work --- p.6
Chapter 2.1 --- Image Compression --- p.6
Chapter 2.2 --- A Typical BDCT Compression: Baseline JPEG --- p.7
Chapter 2.3 --- Existing Artifact Removal Methods --- p.10
Chapter 2.3.1 --- Post-Filtering --- p.10
Chapter 2.3.2 --- Projection onto Convex Sets --- p.12
Chapter 2.3.3 --- Learning by Examples --- p.13
Chapter 2.4 --- Other Related Work --- p.14
Chapter 3 --- Contamination as Markov Random Field --- p.17
Chapter 3.1 --- Markov Random Field --- p.17
Chapter 3.2 --- Contamination as MRF --- p.18
Chapter 4 --- Training Set Preparation --- p.22
Chapter 4.1 --- Training Images Selection --- p.22
Chapter 4.2 --- Bit Rate --- p.23
Chapter 5 --- Artifact Vectors --- p.26
Chapter 5.1 --- Formation of Artifact Vectors --- p.26
Chapter 5.2 --- Luminance Remapping --- p.29
Chapter 5.3 --- Dominant Implication --- p.29
Chapter 6 --- Tree-Structured Vector Quantization --- p.32
Chapter 6.1 --- Background --- p.32
Chapter 6.1.1 --- Vector Quantization --- p.32
Chapter 6.1.2 --- Tree-Structured Vector Quantization --- p.33
Chapter 6.1.3 --- K-Means Clustering --- p.34
Chapter 6.2 --- TSVQ in Artifact Removal --- p.35
Chapter 7 --- Synthesis --- p.39
Chapter 7.1 --- Color Processing --- p.39
Chapter 7.2 --- Artifact Removal --- p.40
Chapter 7.3 --- Selective Rejection of Synthesized Values --- p.42
Chapter 8 --- Experimental Results --- p.48
Chapter 8.1 --- Image Quality Assessments --- p.48
Chapter 8.1.1 --- Peak Signal-Noise Ratio --- p.48
Chapter 8.1.2 --- Mean Structural SIMilarity --- p.49
Chapter 8.2 --- Performance --- p.50
Chapter 8.3 --- How Size of Training Set Affects the Performance --- p.52
Chapter 8.4 --- How Bit Rates Affect the Performance --- p.54
Chapter 8.5 --- Comparisons --- p.56
Chapter 9 --- Conclusion --- p.61
Chapter A --- Color Transformation --- p.63
Chapter B --- Image Quality --- p.64
Chapter B.1 --- Image Quality vs. Quantization Table --- p.64
Chapter B.2 --- Image Quality vs. Bit Rate --- p.66
Chapter C --- Arti User's Manual --- p.68
Bibliography --- p.70
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Fan, Cheng-Wei, und 范成偉. „The Study of Construction for Digital Collection Learning System of Museum’s Print-related Artifacts“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/84749329750555954320.
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博士國立高雄師範大學
工業科技教育學系
101
The digital collection of museum needs to process its past (Objects Digitalization), nowadays (Cultural Heritage Hermeneutic) and future (Knowledge Value-added and Managed); so that we need to regard it as a new vision, it is worthy for us to pay more attention on its importance and the conservation, the reuse of digital resources of museum. To inspect the development of museum, while the modern culture changed rapidly from analogy to digital media, from atom to bit, museum also changed the way of paying attention on objects collections. The skill of information communication will become more and more important for creating, sharing and preserving the resources of museum culture via the copy and represent of exhibited objects. To coordinate with the whole development of digital archive for National Science and Technology Museum, the research starts from the basic conception of print-related artifacts digital collection, through the distinctions of the concept of knowledge value-added, expect to develop and design the digital archive, and process the print-related artifacts data mining and interpretation of heritage. According the result of research, we star to develop the printing technology concept and to design the museum’s mobile learning model according with the exhibition of unique environment of open storage in National Science and Technology Museum. The ultimate goal is to establish museum self-learning method and strengthen the learning interest and effectiveness of museum visitors.
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Silva, Diogo Filipe Pereira Fontes Fernandes. „Combining Synthesis of Cardiorespiratory Signals and Artifacts with Deep Learning for Robust Vital Sign Estimation“. Master's thesis, 2019. http://hdl.handle.net/10362/91157.
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Healthcare has been remarkably morphing on the account of Big Data. As Machine Learning
(ML) consolidates its place in simpler clinical chores, more complex Deep Learning (DL) algorithms
have struggled to keep up, despite their superior capabilities. This is mainly attributed
to the need for large amounts of data for training, which the scientific community is unable to
satisfy.
The number of promising DL algorithms is considerable, although solutions directly targeting
the shortage of data lack. Currently, dynamical generative models are the best bet, but focus on
single, classical modalities and tend to complicate significantly with the amount of physiological
effects they can simulate.
This thesis aims at providing and validating a framework, specifically addressing the data
deficit in the scope of cardiorespiratory signals. Firstly, a multimodal statistical synthesizer was
designed to generate large, annotated artificial signals. By expressing data through coefficients of
pre-defined, fitted functions and describing their dependence with Gaussian copulas, inter- and
intra-modality associations were learned. Thereafter, new coefficients are sampled to generate
artificial, multimodal signals with the original physiological dynamics. Moreover, normal and
pathological beats along with artifacts were included by employing Markov models. Secondly,
a convolutional neural network (CNN) was conceived with a novel sensor-fusion architecture
and trained with synthesized data under real-world experimental conditions to evaluate how its
performance is affected.
Both the synthesizer and the CNN not only performed at state of the art level but also innovated
with multiple types of generated data and detection error improvements, respectively.
Cardiorespiratory data augmentation corrected performance drops when not enough data is available,
enhanced the CNN’s ability to perform on noisy signals and to carry out new tasks when
introduced to, otherwise unavailable, types of data. Ultimately, the framework was successfully
validated showing potential to leverage future DL research on Cardiology into clinical standards.
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„Film Annotation for the L2 Classroom: A Tech-Mediated Model for Intercultural Learning“. Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.54966.
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abstract: With the fast pace of globalization and the rise of encounters in digital spaces, CALL scholars have become increasingly interested in how digital tools mediate intercultural encounters. However, despite their evident success in connecting students from around the world, current online intercultural exchanges continue to present problems such a promotion of positive experiences over deep intercultural learning and lack of real-life value (O’ Dowd, 2018). In addition, digitally-mediated intercultural learning research is based on the same theoretical approaches to learning that guide CALL research (Firth & Wagner, 1997; Lafford, 2017). Although such frameworks are successful in allowing researchers to conceive of digital tools as mediators for human interaction, they have yet to embrace the potential of digital artifacts themselves as intercultural interlocutors. Aiming to address this gap in the research, this investigation used Atkinson’s (2010, 2014) sociocognitive approach to language learning to understand the role that digital tools have in intercultural learning. Also integrating Dervin’s (2011) liquid approach to interculturality—which focuses on understanding intercultural learning as a co-constructed process—the research questions that guided this investigation asked: (a) does film annotation mediate intercultural learning? and, (b) in what ways does film annotation mediate intercultural learning? In answering these questions, the study looked at the intercultural learning process of five advanced learners of Spanish, as they interacted with annotated film clips, and engaged in peer discussion around the themes of colonialism and coloniality presented in the film clips. Data were collected through pre and post-tests, video recordings of peer discussions, and screen recordings of participants’ interaction with the annotated film clips. Findings showed that film annotation allowed participants to notice, retrieve and take notes on important cultural information, which they later incorporated in discussion with peers. Based on this evidence, and aligned with the aforementioned theoretical frameworks, this investigation poses that intercultural learning is a fluid, iterative process. The study also suggests that digital artifacts—as well as human interlocutors—play an important role in enabling learning processes, therefore, the role of such artifacts should be studied more in depth.Dissertation/Thesis
Doctoral Dissertation Spanish 2019
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Huang, Chao-Ju, und 黃昭儒. „A Study of Using Tangible Augmented Reality System to Enhance the Learning Effects on Museum Artifacts“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/58934225461106946503.
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碩士國立臺中教育大學
數位內容科技學系碩士班
99
The purpose of this study was based on our WiiRemote system study results to improve the human-machine interface and to develop the tangible augmented reality system for the learning effects on museum artifacts. The system prototype of tangible augmented reality system for butterfly’s specimens was developed and was examined in National Museum of Natural Science. Through the research method of questionnaire, interview and observation, we gathered the different aspects of the data and the information from vistors of National Museum of Natural Science. Based on the analysis of research data, three important conclusions are as follows: 1. All vistors highly satisfied with the tangible augmented reality system and meeted their needs of use: high interaction, easy to use and enjoyment. 2. There is no significant difference for the the characteristic of the ease of system use between all vistors. 3. The system usability impacted the system utility. Furthermore both of system usability and system utility affected the users’ attention in tangible augmented reality system.
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Almeida, Igor Alexandre da Silva Godinho de. „Infantinho.xyz, um portal digital pedagógico“. Master's thesis, 2018. http://hdl.handle.net/10400.2/7325.
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Tese de Mestrado em Comunicação Educacional e Media Digitais apresentada à Universidade AbertaNos últimos anos, a disseminação de artefactos tecnológicos e a utilização de recursos online é uma constante nas salas de aula de Tecnologias da Informação e Comunicação(TIC). No entanto, os portais pedagógicos analisados parecem manter uma relação agnóstica com as correntes pedagógicas existentes. Neste projeto, é descrito o processo de desenvolvimento de um portal pedagógico agregador de recursos pedagógicos utilizados no contexto de pedagogias ativas. O portal é concebido para facilitar a adoção destas pedagogias ativas nas aulas da atividade de enriquecimento curricular TIC, no Pré-Escolar e Primeiro ciclo do Colégio Infante D. Henrique; convertendo para um modelo digital os instrumentos da gestão cooperada da sala de aula, como é o caso das listas de verificação dos conhecimentos e do diário de turma; facilitando o acesso aos documentos de apoio ao trabalho de aprendizagem por projetos cooperativos, de construção de cenários de aprendizagem e de planificação do trabalho autónomo; e mantendo um registo de todo o trabalho realizado, deste modo o portal pode torna-se num meio privilegiado para melhorar a comunicação, a difusão e a partilha dos conhecimentos construídos cooperativamente.
In recent years the spread of technological artefacts and the use of online resources is a constant in the Information and Communication Technologies classrooms (ICT), however, the learning portals analysed seams to maintains an agnostic relationship with existing pedagogical trends. In this project, we describe the process of developing a pedagogical portal that aggregates pedagogical resources, mostly used in the context of active pedagogies. The portal was designed to facilitate the adoption of these active pedagogies in the classes of curriculum enrichment activity ICT, in Reception to Year 4, in Colégio Infante D. Henrique. The goal is to convert to digital the instruments of cooperative classroom management, as is the case with the knowledge checklists and the class diary, and to facilitate the access to documents that help organize: learning by cooperative projects; building learning scenarios; and planning autonomous work. Keeping a record of all the work done, the portal can become a privileged means to a better communication, dissemination and share of knowledge built cooperatively.
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Wang, Lurong. „Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada“. Thesis, 2011. http://hdl.handle.net/1807/27608.
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This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace.
Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society.
My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.