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Kickbusch, Steven. „How learning designers work with teachers“. Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235922/1/Steven%2BKickbusch_PhD_Thesis_2022%282%29.pdf.
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This thesis investigates the relationship between learning designers and teachers by addressing the question: How do learning designers work with teachers to develop their capability to design for learning? It explores the role of learning designers as both co-designer and coach through studies into the way that these roles play out during learning design sessions and the methods available for investigating them. It investigates how learning designers facilitate teachers’ development in three ways: design mindshift progression, design for learning skills and processes, and pedagogical skills for enacting learning designs.
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Sahli, Robert. „An Examination of the Effectiveness of Project-Based Learning on Student Academic Achievement and Teacher Perceptions of Project-Based Learning“. Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748735.
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This study examined two questions related to the effectiveness of project-based learning (PBL) instruction. First, is PBL more effective than a textbook-based instructional model, and second what are teacher perceptions related to PBL methodology? Student growth scores in the Measures of Academic Progress (MAP) assessment for reading and math, as measured within one school year, fall to spring, for students in PBL and non-PBL classes were compared. A teacher survey was conducted to measure teacher perceptions of PBL and textbook-based instructional program strengths and weaknesses. Additional data on effective instructional strategies can provide further direction for educators to continue the full implementation of the Common Core State Standards (CCSS) that call for students to gain a deeper understanding and knowledge of grade level standards. The study was located in a large urban school district in Northern California. The overall findings of this study were that the MAP assessment data reflected higher annual growth scores for reading and math in six of the eight grade levels studied. Teacher survey participant responses reflected consistent support for a textbook-based instructional program over a PBL instructional program, due in large part to the additional time teachers spent in preparing for PBL lessons.
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Wargo, Katalin. „Online Faculty Development: Disorienting Dilemmas In Learning To Teach Online“. W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407585.
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This dissertation explores how faculty development for online teaching in higher education might facilitate transformative learning and the transfer of instructional practices across teaching modalities. The first manuscript examines how the essential constructs of transformative learning are promoted in online faculty development and which elements of faculty development help to foster transformative learning. The second manuscript describes a case study that emerged from a university faculty development seminar to prepare instructors to teach online. The purpose of this study was to examine how, if at all, the Online Faculty Development Seminar changed five participants’ perspectives of teaching. This study found written reflection activities, combined with dialogue with colleagues, and having experienced instructors come in to tour their courses and discuss lessons learned contributed to perspective transformation. The third manuscript examines whether instructional practices introduced in the seminar would transfer to instructors’ in-person teaching and how faculty development and the experience of teaching online may have facilitated that transfer. The study found participants experienced perspective transformations that affected how they perceived their role as instructors, and they transferred some online course design and instructional practices to their in-person teaching. These practices included incorporating more digital tools to in-person courses, communicating clearly and transparently, designing courses with intentionality, and paying forward the lessons they learned to assist colleagues transitioning to teaching remotely in Spring 2020. Findings suggest that a structured course design process, self-reflection activities, opportunities to dialogue with colleagues, and course tours from colleagues aided in transfer of practices across modalities.
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Ofori, Eunice. „Considerations for Instructional Message Design in Mobile Learning: A Design and Development Study“. Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/86213.
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In the past decades, teaching and learning has undergone rapid transformation partly because of advances in technology and access to such technology (Sung, Chang, and Liu, 2016). Mobile technologies (i.e. tablets, smartphones, and access to Internet) have become widespread, and is visible, even in the developing world (Aguayo, Cochrane, and Narayan , 2017). Mobile technologies allow for online learners to access learning resources on the go (McQuiggan, McQuiggan, Sabourin, and Kosturko, 2015). Instructional message design principles advance empirical tools aimed at producing lessons that allow for effective learning (Bishop, 2014).
The purpose of this study was to develop a set of considerations for designing messages for mobile learning primarily through literature review and expert reviewers' feedback. The research methodology employed in the study is based on design and development research methodology (Richey and Klein, 2007). The study utilized Clark and Mayer's (2016) multimedia principles, Center for Universal Design's (1997) universal design for instruction (UDI) and mobile interface design best practices.
Five expert reviewers with varied expertise in human computer interaction, special education, mobile learning, and instructional design were sought to review the considerations and provide feedback on its effectiveness for instructional message design. Overall the expert reviewers agreed that the considerations were effective and will be helpful to instructional designers, instructors of instructional design and content developers. They provided several helpful recommendations which were used to revise the considerations for designing content for mobile phones.Ph. D.
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Werbin, Kenneth C. „The electronic learning community : a framework for design and development“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0007/MQ39912.pdf.
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Qaed, Fatema. „Development of a supportive tool for participatory learning space design“. Thesis, Northumbria University, 2015. http://nrl.northumbria.ac.uk/33885/.
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All learning occurs within a space, whether this space is physical or virtual, but we have limited knowledge of how learning and teaching relate to it, particularly after a learning space’s users engage and adapt with it. A learning space is seen as a third teacher, but there is limited guidance for teachers on how to adapt designed elements of learning spaces. Therefore, this research aimed to empower teachers’ use of learning space without directly involving designers. It did so by sharing redesign opportunities for learning spaces that facilitate learning and teaching. There were three phases to this research: 1) Contextual review using literature review and observation; 2) Understanding learning space use and potential by investigating classroom space through student drawings, social network data, semi structured interviews, classroom photographs, and teachers’ planning books; and 3) Tool and Exemplar development of a supportive tool formed from structured sets of cards for guidance and inspiration. The first phase revealed a gap between what is written about learning in physical spaces and how these are designed. The second phase studied a range of current teachers’ practices to address this gap, and indicated that although teachers are aware of the importance of physical space, they do not always know how to adapt it to facilitate learning. The results also revealed learning space design elements which designers are unaware of, extending the initial framework from the first phase such. Findings from these studies supported design of a tool (third stage) to empower teachers’ use of space to support different learning and teaching approaches. Evaluation showed that the tool can improve teachers’ awareness of learning space design elements, and enable them to adapt space to support different teaching and learning approaches. Thus research helps both initial learning space designs by architects, as well as subsequent redesign by teachers through development of a practical tool.
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Okoth, David O. „Design and Development of Metadata Management Tool for Learning Objects“. Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/103649.
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Learning objects (LO) reuse is one topical area in instructional design that is gaining popularity in the education economy. It hinges on high hopes and promises to transform how learning occurs in the information age. This study attempted to identify and interrogate the core characteristics of reusable learning objects and conceptualize them as innovations in the curriculum development process. The goal was to synthesize existing knowledge on learning objects, weave streams of literature and research to focus on core arising issues, and then develop an instructional design tool that can help learners easily and effectively find reusable learning objects. The learning objects could be categorized and deconstructed to the levels of their instructional design transformations with regard to macro and micro-level reusability. The researcher used combinatorial developmental research with integrative literature review methodologies to design and develop a metadata management tool. This study involved an in depth review of literature on learning objects, reusable learning objects and their associated metadata management schemes through the integrative literature review approach. Results and data from the integrative literature review were then utilized to design and develop a tool addressing meta-tagging schemes, metadata management, search, and access of learning objects. The researcher identified characteristics of learning objects within the reuse process and discussed best practices, reuse procedures and modeling, based on the analysis of existing cases such as the Open-Knowledge-Initiative (OKI) projects to aid in the tool development. Integrative analysis running concurrently with the development process allowed for rigorous identification and alignment of key factors in the learning objects reuse universe. If fully developed, the metadata management tool could contribute to effective metadata management for learning objects often reused by learning designers, deliverers, and consumers.Doctor of Philosophy
Learning Objects (LO) reuse is gaining popularity in the field of instructional design. This is because it could transform how learning occurs in today's information age. In this study, I outlined the important characteristics of reusable learning objects and set them up as creative and re-creative products in the curriculum development process. My goal was to combine and reproduce existing literature on LOs that would allow me to develop an instructional design tool to help learning content designers, deliverers, and consumers to easily tag, search, then find reusable learning objects. I reviewed literature on learning objects, reusable learning objects and their associated metadata management schemes then used this data to design and develop the tool addressing meta tagging schemes, metadata management, search, and accessibility of learning objects. The tool allows LO categorization and deconstruction to the largest and smallest granular levels of their instructional reusability. I combined a developmental research method with an integrative literature review method to design and develop the prototype of a tool known as metadata management tool (mmt) for reusable learning objects. If successful, the metadata management tool developed could contribute to an effective metadata management for learning objects often reused by learning designers, deliverers, and consumers.
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Riter, Dan. „Development of a learning management system for UCAR-COMET“. [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/DRiterPartI2006.pdf.
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Ford, Ramsey A. „Design and Empowerment: Learning from Community Organizing“. University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242854164.
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Figl, Kathrin, Michael Derntl und Sonja Kabicher. „Visual modelling and designing for cooperative learning and development of team competences“. Inderscience Enterprises Ltd, 2009. http://epub.wu.ac.at/5649/1/b807.pdf.
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This paper proposes a holistic approach to designing for the promotion of team and social competences in blended learning courses. Planning and modelling cooperative learning scenarios based on a domain specific modelling notation in the style of UML activity diagrams, and comparing evaluation results with planned outcomes allows for iterative optimization of a course's design. In a case study - a course on project management for computer science students - the instructional design including individual and cooperative learning situations was modelled. Specific emphasis was put on visualising the hypothesised development of team competences in the course design models. These models were subsequently compared to evaluation results obtained during the course. The results show that visual modelling of planned competence promotion enables more focused design, implementation and evaluation of collaborative learning scenarios.
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Al-Shamma, Omran. „Development of interactive aircraft design software for use in problem based learning“. Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/12108.
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In the last ten years or so, many interactive aircraft design software packages have been released into the market. One drawback of these packages is that they assume prior knowledge in the field of aircraft design. Also, their main purpose being the preliminary aircraft design in a commercial environment, and are not intended for instructional use. Aircraft Design is an iterative process, and the students in the formative years of training must realise that one year of study is not enough to embrace all the necessary underlying concepts in this field. Most universities present the aircraft design as a classical Problem-Based Learning scenario, where students work in groups, with the group size varying between 5 and 8 students., each with a designated role, to carry out a specific task. The students work through the classical process of preliminary design based largely on textbook methods. Therefore, the need for a preliminary design tool (software) that helps the students to understand, analyse, and evaluate their aircraft design process exists. The developed software does everything that is needed in the preliminary design environment. Students are interactively guided through the design process, in a manner that facilitates lifelong learning. Comprehensive output is provided to highlight the “what if scenarios”. The software consists of many modules such as input (user interface), weight estimation, flight performance, cost estimation, take-off analysis, parametric studies, optimisation, and dynamic stability. Due to the large number of input design variables, a full interactive Graphical-User-Interface (GUI) is developed to enable students to evaluate their designs quickly. Object-Oriented-Programming (OOP) is used to create the GUI environment. The stability and control derivatives computed in this work are largely based on analytical techniques. However, a facility is provided in the software to create the data input file required to run a software package produced by USAF, called DATCOM, that enables computation of the dynamic stability and control derivatives that can be ultimately used in flight simulation work. Amongst all the variables used in aircraft design, aircraft weight is the most significant. A new weight estimation module has been developed to increase the accuracy of estimation to better than 5%. Its output results agree very favourably with the published data of current commercial aircraft such as Airbus and Boeing. Also, a new formula is proposed to estimate the engine weight based on its thrust in the absence of the data available with high degree of accuracy. In order to evaluate the effectiveness of the design under consideration, a comprehensive methodology has been developed that can predict the aircraft price as a function of aircraft weight. The Direct Operating Cost (DOC) is also calculated using methods proposed by ATA, NASA, and AEA. Finally, a walk-through of two case studies are presented, one for large transport aircraft and other for small business jet, to show how typical undergraduate students will proceed with the design and to demonstrate the effectiveness of the developed software.
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Chaiworawitkul, Sakda 1977. „A design performance driven learning framework for conceptual design knowledge : methodology development and applications“. Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/46551.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, February 2008.Pages 169 and 170 blank.
Includes bibliographical references (p. 165-167).
This thesis develops a learning framework for automation of acquisition of bridge conceptual design knowledge. The thesis proposes a new learning methodology explicitly aimed at capturing quality design aspects to help engineer gain insight into good design. The research uses the National Bridge Inventory (NBI) data, which contains more than 600,000 bridges. The physical condition ratings are used as proxies for design quality. In this data the relationships between physical condition ratings and bridge design elements are not well-known. The simultaneous equation model (SEM) technique is employed to model the physical condition ratings. SEM has the advantage over existing methods of state transition probability estimation in that no a-priori subjective conditional grouping is required. The resulting model yields the marginal effects of design variables on condition ratings, which is easy for engineers to interpret. The analysis results reveal that design features available in the NBI database alone do not adequately explain the resulting condition ratings. Using the identified performance model, COBWEB, an incremental clustering algorithm, is employed to learn mappings from design specification to configuration space. However, the COBWEB branching strategy focuses on probabilistic predictability of feature values. The learned knowledge therefore represents not clusters of good design aspects but rather clusters of local similarity. A modification to the existing strategy is proposed. A set of experiments has been conducted to compare the original and the modified COBWEB. Finally, the thesis provides a detailed discussion of issues related to the quality of the NBI database and proposes strategies for improved analysis of the NBI bridge data.
by Sakda Chaiworawitkul.
Ph.D.
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Li, Wei. „Developing A Framework for Guiding Interaction Design in Distance Learning“. Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64400.
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As one of the most critical elements in distance learning, interaction has been identified empirically as increasing learner motivation, satisfaction, participation, communication, and achievement. Fostering pedagogically effective interaction is a major challenge for educators in distance learning. In response to this challenge, the goal of this research was to develop a theoretically- and empirically- grounded framework for guiding interaction design in distance learning. It is anticipated that this framework can assist educators and instructional designers in designing quality interaction in distance learning. This study employed a design and developmental research methodology with three phases: analysis, development and evaluation, and revision. Findings from a systematic literature review of peer-reviewed interaction theory and research in distance learning as well as expert review informed the building of a three-phase framework for guiding interaction instructional design in distance learning.Ph. D.
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Kendal, Simon Lawrence. „The development of a flexible learning mechanism for heat exchanger design“. Thesis, University of Ulster, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293842.
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Deshpande, Sachin. „Issues in the design and the development of multimedia distance learning /“. Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/6074.
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James-Springer, Cathy Daria. „Building a tool for determining e-learning readiness in organizations: A design and development study“. Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70912.
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E-learning continues to gain popularity as a way of delivering instruction in the workplace. However, adoption of e-learning is often considered without determining organizational readiness for e-learning. Comacchio and Scapolan (2004) found that bandwagon pressures such as fear of losing competitive advantage often drive e-learning adoption decisions. Many organizations use various types of analysis to determine instructional need but often at a course level. An e-learning readiness analysis tool will add to existing tools but focus on the workplace organization as the unit of study. The purpose of this design and development study is to create an analysis tool for determining e-learning readiness in organizations. Four existing e-learning readiness models, Aydin and Tasci (2005); Chapnick (2005); Borotis and Poulymenakou (2005) and Psycharis (2005), were used as a basis for identifying factors affecting e-learning readiness which informed the tool design. Using developmental research-based practices the tool was developed for use by practitioners. This study describes the design and development of the tool and the expert review used in the validation of the tool.Ph. D.
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John, Meenu Mary. „Design Methods and Processes for ML/DL models“. Licentiate thesis, Malmö universitet, Institutionen för datavetenskap och medieteknik (DVMT), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45026.
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Context: With the advent of Machine Learning (ML) and especially Deep Learning (DL) technology, companies are increasingly using Artificial Intelligence (AI) in systems, along with electronics and software. Nevertheless, the end-to-end process of developing, deploying and evolving ML and DL models in companies brings some challenges related to the design and scaling of these models. For example, access to and availability of data is often challenging, and activities such as collecting, cleaning, preprocessing, and storing data, as well as training, deploying and monitoring the model(s) are complex. Regardless of the level of expertise and/or access to data scientists, companies in all embedded systems domain struggle to build high-performing models due to a lack of established and systematic design methods and processes. Objective: The overall objective is to establish systematic and structured design methods and processes for the end-to-end process of developing, deploying and successfully evolving ML/DL models. Method: To achieve the objective, we conducted our research in close collaboration with companies in the embedded systems domain using different empirical research methods such as case study, action research and literature review. Results and Conclusions: This research provides six main results: First, it identifies the activities that companies undertake in parallel to develop, deploy and evolve ML/DL models, and the challenges associated with them. Second, it presents a conceptual framework for the continuous delivery of ML/DL models to accelerate AI-driven business in companies. Third, it presents a framework based on current literature to accelerate the end-to-end deployment process and advance knowledge on how to integrate, deploy and operationalize ML/DL models. Fourth, it develops a generic framework with five architectural alternatives for deploying ML/DL models at the edge. These architectural alternatives range from a centralized architecture that prioritizes (re)training in the cloud to a decentralized architecture that prioritizes (re)training at the edge. Fifth, it identifies key factors to help companies decide which architecture to choose for deploying ML/DL models. Finally, it explores how MLOps, as a practice that brings together data scientist teams and operations, ensures the continuous delivery and evolution of models.
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Pedrini, Gianmaria. „Rogueinabox: a Rogue environment for AI learning. Framework development and Agents design“. Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amslaurea.unibo.it/13812/.
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In this thesis we introduce Rogueinabox: a higly modular learning environment built around the videogame Rogue, the father of the roguelike genre. It offers easy ways to interact with the game and a whole framework to build, customize and run learning agents.
We discuss the interest and challengies of this game for machine learning and deep learning, and discuss our initial experiments of training.
We show the userfulness and convenience of Rogueinabox employing it in combination with QLearning tecniques to build an agent that explores the dungeon.
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Kohen-Vacs, Dan. „A Design and Development Approach for Deploying Web and Mobile Applications to Support Collaborative Seamless Learning Activities“. Doctoral thesis, Linnéuniversitetet, Institutionen för medieteknik (ME), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49137.
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In this thesis I address challenges related to the design, development anddeployment of web and mobile technologies used to support CollaborativeSeamless Learning (CSL) activities practiced across a variety of learningcontexts. The scientific publications at the core of this thesis offer adescription of the research I have performed over the last five years, andcomprise studies involving several hundred users.My research efforts included the elicitations of the requirements for and thedesign of a number of web and mobile tools to support collaborative seamlesslearning activities. A web-based environment called CeLS was developed tosupport the orchestration of CSL activities. It was then expanded to integratemobile solutions, aimed to extend the ability of CeLS to support educationalinteractions performed inside as well as outside physical classroom. Thesemobile solutions were designed to implement learning activities that supportdata collection, personal response systems and interaction with mobile videos.The main aim of the research was to investigate how best to design tools andsystems to support students during the enactment of collaborative seamlesslearning activities, and to provide teachers with artifacts to design and assessthose. Special emphasis has been given to the exploration of approaches thatenhance the flow, reusability and sharing of learner-generated content acrossdifferent learning activities. Several studies were conducted in order to validateand assess these ideas and concepts. Various data collection methods wereused to gather data from different stakeholders during the deployment of thedifferent CSL activities. The outcomes were processed and analyzed resultingin a set of recommendations concerning the design, development anddeployment of web and mobile applications to support collaborative seamlesslearning. A software architecture including various web and mobile integratedcomponents used to support innovative CSL activities is also proposed.
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Eriksson, Dan. „Positive Reinforcements in e-Learning“. Thesis, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4076.
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This project is a study on the effect on motivation when adding positive reinforcements, in the form of audiovisual rewards, to an e-learning application. Two e-learning applications (designed to teach Japanese Kanji) were created; one experimental version with audiovisual rewards (to act as positive reinforcements) and one control version without. Two groups of test subjects were gathered, one using the control version, the other using the experimental version. Using questionnaires their experiences and progress were measured, compared and analyzed. The study indicated that the experimental group learned slightly more than the control group, but that there were no difference in overall motivation between the groups.
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Chera, Pawan D. K. „Multimedia CAL and early reading : iterative design, development and evaluation“. Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324244.
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Moseley, Brian Isles. „Description of Instructional Design Framework Usage in the Development of Learning Objects“. Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/22040.
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The present study used a case study approach to gather information about learning object usage from multiple instructional design contexts. The study examined three case contexts: A non-profit organization, a corporate organization, and a military organization. The research obtained information from two sources within each context -- interviews conducted with current instructional design practitioners and documentation used within the process of developing learning objects -- to find out if, when, and how, instructional design processes are modified to accommodate learning objects as defined in publications reviewed in this study. The interview of the practitioners identified issues of instructional design process structure, context, and methods that were used in the context of their professional practice, as well as solicited their opinions on learning object uses for their particular context. A document analysis approach was then used to identify issues and themes within learning object development. Document analysis was also used to further explain and clarify the findings of the interview of the research participants.Ph. D.
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Lindsay, Lucie Jean Cornford. „Networked Professional Learning for Teachers of Computational Thinking: Design Considerations“. Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29790.
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This study constructs knowledge about design practice, reusable design methods, and design processes. It investigates the design practice experience of New Zealand teacher-educators in creating opportunities for networked professional learning for teachers about the new Computational Thinking outcome in the Digital Technologies curriculum. This study constructs practically oriented recommendations, design principles, and reusable design methods to support future designers. The design pattern recommendations address the design of the virtual and physical settings, social arrangements, and tasks, at macro, meso, and micro levels. They offer tools and methods designers may use to adapt and expand for their requirements and settings. This study provides ideas and language about the thinking and approaches taking place during the processes of design. It helps discern the transformative processes that take place when constructing reusable design ideas grounded in practice. It explores the role of epistemic tools and design theory in supporting design processes. Overarching design research methodology, design-based implementation research (DBIR), and qualitative methods supported the data collection and analysis of participants’ experiences. The study connects the complex, evolving disciplines of technological and educational design, digital technologies, and networked learning. Digital Technologies and Computational Thinking increasingly impact many areas of daily life, and ongoing professional learning is a necessity in this rapidly changing field. Design for networked professional learning is multi-factored, complex, and applicable to many fields. Design research and design practice are under-researched in educational settings. This study contributes design practice knowledge and reusable design patterns. It adds to the discussion of design rationale, the thinking approaches, and design theory in an educational context.
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Conn, Samuel Steven. „A Methodology for Design and Development of an Electronic Learning (E-Learning) Network at the Regis University School for Professional Studies“. NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/123.
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E-learning networks are used by academic institutions such as Regis University to support synchronous and asynchronous delivery of online courses and programs. An e-learning network supports a wide range of applications and services and facilitates access to diverse e-learning implementations including virtual laboratory (V-lab) environments, knowledge repositories, storage area networks (SANs), and content delivery networks (CDNs), as well as metropolitan, regional, and international research and education configurations. As demonstrated in this dissertation, an e-learning network eliminates campus boundaries by providing infrastructure for information flows regionally, nationally, and internationally.
A systems development life cycle (SDLC) methodology enables academic institutions to design and develop e-learning networks that meet educational goals and objectives and provide access to current and next-generation research initiatives. The goal of the research was to assess the capabilities of the SDLC in enabling academic institutions to design and develop new e-learning networks and/or upgrade and enhance in-place e-learning networks.
In this dissertation, the author applied the SDLC methodology for design and development of an e-learning network based on findings of a chronological case study of the e-learning Academic Research Network (ARN) at Regis University between 2001 and 2005. The outcomes of this investigation demonstrate the role of the SDLC methodology as an enabler of design, development, and deployment of an e-learning network capable of meeting current and projected institutional goals and objectives.
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Cardoso, Eduardo Luís. „Distributed learning environments in the design and development of the flexible university“. Phd thesis, Instituições portuguesas -- -Universidade do Minho -- -Escola de Engenharia, 2005. http://dited.bn.pt:80/31447.
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Distributed learning environments (DLE), based in e-learning plataforms (eLP), have been presented with the potential to foster innovation and development in the teaching activitiy, at higher education institutions (HEI). However, changes within the teaching and learning processes, due to information and communication technologies (ICT), have showed to be limited and with a weak evolution rate.
The present research work studied the phenomenon of eLP adoption in HEI to support DLE, building understanding about the process of adoption and use of technology and how it is influenced, and how it influence, by the context where it take place. The main goals of this work were: to identify the framework of factors influencing the success of this innovation process associated with the introduction of ICT in the teaching activity, at the pre-graduation level, and to envisage the possible role of these technologies in the development of higher education and HEI.
The research work was based in a case study. The data allowed a systematic and progressive refining of the research questions and an analysis and interpretation process. Through this process the knowledge about the phenomenon was structured attending to the meanings from the different participants involved in a case of adoption and use of eLP in HEI.
A detailed model was proposed for the analysis and understanding of these processes of adoption and use of ICT in higher education, evidencing and caracterising its institutional context and the mutual influences between the innovation process and the context. Based on the results achived it was possible to conclude about impacts of these technologies in the teaching and learning activities and about the perspectives to reach more flexible HEI with a renewed and reinforced role in a society where knowledge is increasingly a key factor for economic, social and cultural development.Os ambientes de ensino distribuído (AED), suportados em plataformas de elearning (PeL), têm sido apresentados como podendo constituir importantes instrumentos de inovação e desenvolvimento da actividade de ensino nas instituições de ensino superior (IES). As mudanças registadas nos processos de ensino e aprendizagem nas IES tradicionais, associadas à incorporação de tecnologias de informação e comunicação (TIC), têm, no entanto, sido consideradas reduzidas e com um ritmo de evolução lento. O trabalho de investigação que se apresenta, consistiu num estudo visando aprofundar a compreensão do fenómeno da adopção de PeL no suporte a AED nas IES. Propusemo-nos desenvolver uma compreensão do processo de adopção e utilização de tecnologia e da forma como este é influenciado e influencia o contexto em que se desenvolve. Foram definidos como objectivos, identificar o quadro de condicionantes do sucesso deste processo de inovação associado à incorporação de TIC na prática lectiva, ao nível da pré-graduação e perspectivar o papel destas tecnologias na evolução do ensino superior e das IES. O trabalho foi desenvolvido a partir de um estudo de caso que forneceu os dados que permitiram, de forma sistemática e progressiva, um aprofundamento das questões iniciais de investigação e um processo de análise e interpretação que estruturou a construção de conhecimento sobre o fenómeno, a partir do significado atribuído pelos diferentes intervenientes num caso concreto de adopção e utilização de uma PeL numa IES. Decorreu, do trabalho realizado, uma proposta de modelo de referência para a análise e compreensão destes processos de adopção e utilização de tecnologia no ensino superior, explicitando e caracterizando o seu contexto institucional e as influências mútuas entre os elementos que determinam o contexto institucional e o processo de adopção e utilização. Procurou-se, ainda, reflectir e concluir sobre impactos e perspectivas de evolução que estas tecnologias permitem percepcionar para a actividade de ensino e aprendizagem, promovendo instituições de ensino superior mais flexíveis e com um papel renovado e reforçado, numa sociedade crescentemente baseada no conhecimento como factor de desenvolvimento económico, social e cultural.
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Symons, John Nicholas. „A synthesis of leadership and learning in outdoor management development (OMD) design“. Thesis, Henley Business School, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239108.
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Cress, Bradley D. „Design and Development of a Digital Game-Based Learning Module on Transportation“. Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245724226.
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Singh, Oma B. „Development and validation of a web-based module to teach metacognitive learning strategies to students in higher education“. [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002940.
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Husnin, Hazrati. „Design and development of learning material with the 'Ten Steps to Complex Learning' : a multiple case study“. Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/109474/.
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This study is an example of design and development research involving the design and development of learning material using the Ten Steps to Complex Learning model or TSM. It seeks to answer the key question, what is the value of the TSM? It does this by asking: What is TSM?; How does TSM work?; Is TSM useful?; and What are the contexts that need to be considered in adapting TSM?. TSM is a prescriptive instructional design model comprises of ten design steps needed in designing instruction. The ten steps are the expansion from four design components; learning task; supportive information; procedural information; and part-task practice; that derived from the 4C/ID model. TSM emphasises designing instruction for complex learning that promotes transfer of learning. In order to explore TSM, the model was used in developing learning material for three different topics using computer-based instruction as a medium of instruction. The study involved three different contexts, meaning that a multiple case study approach was adopted. The cases covered different higher education institutions in Malaysia and involved Interface Design, Injection Moulding, and Web Programming. The three cases enabled an exploration of the value of TSM by reflecting on the experience of design and by the gathering of the perspectives of learners and lecturers on the learning materials. Each case involved a mixed method data collection procedure that comprises of interview with the lecturer who taught the subject; online survey (Case 1: 16 items, n=17 and 18 items, n=6; Case 2: 17 items, n=21; Case 3: 18 items, n=15); Facebook feedback (in Case 1), open-ended questions (in all cases); observation, and document analysis. Each case study was examined with direct reference to the TSM whereby the process of reflecting on action that build up the knowledge about TSM and how it works in practice were recorded in a design log. The mixed methods enabled data triangulation and provide an in-depth exploration of TSM. From the reflection on the three cases studies, it was found that, TSM is a procedural model and could be categorized as product-oriented model. TSM works by breaking down the competencies or complex skills into learning task and structuring the content of the subject matter. TSM also was found useful in terms of focusing on content and learning task but was weak in considering context. The study suggested TSM should be used flexibly and designers should consider the content and curriculum, placement of media and learner readiness, they should also be aware that design takes place in a wider ecological context. These findings provide the basis for a model of design. This study not just brings value to the field by describing the use of TSM but also raises wider issues about design in general. Design is not solely about following procedures but is shaped by social cultural context. Designers need to ask the right key questions of where and how the learning takes place as well as who the learners are.
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Xie, Chunhui "Shay". „The Instagram Playscape: Designers’ Creative Self-expression as Play and Inspiration for Their Professional Practice“. University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522332514029527.
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Wheeler, Dora K. „A Technical Writing Internship in Instructional Design at Accenture Learning“. Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1292349010.
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Moore, Rachel M. (Rachel Meredith). „Conflicting goals in product development : learning from the fatal Firestone flaw“. Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122338.
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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, System Design and Management Program, 2019Cataloged from PDF version of thesis.
Includes bibliographical references (pages 119-121).
The human-centered design approach is a powerful methodology for developing products that are considerate of humanity. Yet, in spite of the proven success of empathetic design, we still see products that fail, amplify negative social behaviors, or take advantage of human tendencies for the sake of profit or competitive success. These outcomes are often the result of poor negotiation between conflicting organizational and value-driven goals. The purpose of this analysis is to consider how goal conflict inhibits the product development process and leads to suboptimal or destructive results. This exploration seeks to learn from an analysis of the deadly product failure of Firestone ATX, ATX 11, and Wilderness AT tires in the late 1990s. Drawing from Congressional testimony, expert evaluation, and depositions of relevant engineers, this analysis considers the impact of goal conflict on product design requirements and testing. Recommendations include methods for identifying goals and framing conflict to encourage balance between organizational goals and human wellbeing. This project is the beginning of a larger body of work that aims to equip "makers" with skills they need to reconcile conflicting goals in order to focus on making the world better by making better things.
by Rachel M. Moore.
S.M. in Engineering and Management
S.M.inEngineeringandManagement Massachusetts Institute of Technology, System Design and Management Program
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van, Aswegen Ellie Christoffina. „A design-based research study exploring student interest in an early learning enrichment program“. Thesis, Griffith University, 2019. http://hdl.handle.net/10072/389518.
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It has been a decade since the Prime Minister’s Science, Engineering and Innovation Council (2009) recommended that programs and resources be developed that take advantage of the sensitive periods for developing skills, preparing young children for formal education. More recently, a Grattan Institute report called for policy reforms recommending that: all teachers be provided with practical tools as well as evidence-based techniques and strategies to create a learning climate and to identify triggers for student disengagement, so they can adapt and improve their approaches (Goss & Sonnemann, 2017). ‘Student engagement’ has also recently been positioned as an important outcome in the newly developed Australian school performance framework (Commonwealth of Australia, 2018, p. 4.12). Engagement matters because when students are engaged in class, they learn more (Goss & Sonnemann, 2017). In response to these recommendations, this study explored student engagement and curiosity, the indicators of interest, by designing an enrichment program for the early years.
The enrichment program was based on an educational, biological and psychological rationale. Montessori's Philosophy of Education and Vygotsky's Social Development Theory provided a constructivist educational perspective on learning and a framework for developing the enrichment program. From the biological perspective it focussed on the early years when young brains are primed for learning with synaptic formation in the prefrontal cortex at its highest and young children in the sensitive period for language development. From a psychological perspective, the multiple-intelligences model (Gardner, 1983/2011) provided a holistic view of the enrichment response and the program curriculum. A broad-based, content-rich curriculum was delivered via an intentional–constructivist teaching approach.
Over a period of three years, four-and five-year old children in a pre-preparatory classroom undertook the enrichment program. The outcomes of this research were derived from three types of data: questionnaires and tests; observations made from video recordings and photos; and teacher talk. After three comprehensive cycles of the design-based research process the enrichment program was designed, evaluated, refined and redesigned. Factors impacting interest as indicated by engagement (behavioural, emotional and cognitive) and curiosity were identified and the process of interest development within the program was explored. It was evident that a range of factors had an impact on engagement and curiosity, providing
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strategies and evidence-based techniques, most of which could be leveraged to enhance interest. Exploring the process of interest development in the program revealed that interest was integral to learning and a key factor in creating a learning culture.
The strength of this research lies in identifying and consolidating the many factors impacting interest, and incorporating insights into an enrichment program, a practical manifestation of the research. The research was also able to conceptualise the process of interest development in an enrichment program addressing an identified gap in early childhood education. Recommendations associated with practice, policy as well as recommendations regarding future research initiatives emerged from the findings. This research provides a foundational step to enhancing early childhood teaching practices that aim to take advantage of the learning potential of young children.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
Full Text
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Inderhees, Joan. „Expert Novices: A Qualitative Study of Design Professionals Teaching Design Studio Courses“. Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1541367126115329.
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Bawa, Papia. „Game On| Massively Multiplayer Online Games (MMOG) as Tools to Augment Teaching and Learning“. Thesis, Purdue University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10681049.
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The study investigated the use of Massively Multiplayer Online Games (MMOG) in English and Business classrooms in Higher Education from the context of learners’ performance outcomes, as well as stakeholders’ (learners, administrators, and faculty) perceptions pertaining to their experiences when using an MMOG based curriculum. The findings strongly suggest that MMOGs helped enhance learner performances in statistically significant ways, and provided valuable insights into elements of interest and concerns of stakeholders about MMOG usage in classrooms. Based on these insights, I designed a practitioners’ guide to assist future scholars interested in this curricular approach. This guide provides innovative tips on show how faculty, administrators and institutions may imbibe this cutting-edge technology in easy and affordable ways within classrooms, while dealing with several concerns such stakeholders may have regarding the use of such games. Given the rise in popularity of game based technology and the existing literature on the value of game based education, coupled with a paucity of studies examining applicability and implementation issues in the context of using MMOGs, I hope that this submission will be a valuable contribution to the literature.
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Bogdan, Cristian. „IT Design for Amateur Communities“. Doctoral thesis, KTH, Numerisk analys och datalogi, NADA, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3470.
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The concept of community is receiving increasing attentionacross organizations and throughout the entire society.Voluntary association, creation of value, and solidarity incommunity contexts get more and more appreciated and nurturedwithin companies and other organizations. At the same time,lack of community is raised lately by Western sociologists as amajor source of alarm while the large participationpossibilities provided by the Internet are seen as a hope forremedy. This thesis aims to contribute in the area of technologydesign for communities by seeking to gain understanding ofvoluntary community work and to design artefacts in support forsuch work. Community work is studied through anethnographically-inspired approach for empirical observation ofcommunity activity and the artefacts that support it. Fieldstudy ofvoluntary working orderwas conducted inseveral voluntary communities: amateur radio and three studentorganisations. In studying such working order, one mustrenounce a set of assumptions that are commonly made aboutwork, starting with the very idea of remuneration as a basicmotivation. Instead, challenge as a major motivation isproposed for work in voluntary communities. To draw inspirationfor future design, an examination is made of the way thismotivation is reflected in the features of technology createdby the communities for their own use, in the working contextsof the field settings. Lessons learned about amateur work are then used and refinedwhile reflecting on amateur-work-oriented design of ITartefacts conducted within a student organisation, with aparticular interest in self-sustainability of participatorydesign practices in such settings. Practices of participatorydesign are re-considered in the context of voluntary work, theabsence of the employer-employee conflict, the challenges andlearning trajectories of the members. As development is done bymembers of the student community, design interventions forself-sustainability of amateur software development aredescribed and reflected upon. A generic approach is proposedfor action aimed at self-sustainability in amateur settings.The socio-technical features that resemble across thecommunities studied and practices experienced are then groupedunder the generic name of the perspective developed in thisthesis:Amateur Community. The perspective isproposed as a point of departure for further study and designintervention in similar communities. Comparisons are madebetween Amateur Community and other approaches such asCommunity of Practice. Keywords:amateur, volunteer, community, work, amateurwork, participatory design, software development, challenge,contingency, pioneering, public, personal development,learning, hands-on learning, selfsustainabilityQC 20100420
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Ibbitson, I. R. „The design and development of a microprocessor based system for computer aided design and computer aided learning“. Thesis, University of Sunderland, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372552.
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Henderson, Janis L. „A Social Justice Framework Design an Optimal Learning Environment Model“. Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/8.
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Optimal learning environments designs that move beyond traditional pedagogical considerations to include Social Justice concepts can be a challenge for educators in academic and practice contexts. The workshop promotes learning environments designs reflective of inclusiveness and members’ psychosocial safety. Inclusiveness reflects sensitivity to learner diversity and promotive of psychosocial safety, a term coined by the workshop facilitator. Psychological safety is operationalized as the offering and receiving of respect despite and because of one’s differences, a knowing uniqueness will be honored as will beliefs and course content understanding. Psychosocial safety flourishes in strengths-based, trauma-informed atmospheres. Additionally addressed are barriers to designing optimal learning environments, including solution strategies.
Experiential Learning Theory informs the workshop; experiential learning devices (e.g., reflexive activities, group discussions) encourage defining and refining workshop skills and strategies. The sensitive and culturally bound nature of social justice suggests use of scaffolding of strategies by educators to aid integration of learning.
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Lally, Leigh A. „A Formative Evaluation of Personal Learning Networks for Professional Development in the Architecture + Design Industry“. Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/47931.
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This research is a formative evaluation of personal learning networks to determine their applicability for professional development in the architecture and design industry. The researcher seeks to find a catalyst toward discipline-wide realization of integrated design practices. This research initiative was spurred by leaders in the field who indicate that a swift transformation to integrated design practice is required in the discipline in order for the practice of architecture to remain effective in today's global economy. The AIA knowledge community has designated this issue a primary focus for professional development, yet innovative solutions for timely and effective knowledge transfer at a discipline-wide scale do not currently exist. Concurrently, there is active research in computer-based organizational learning within the social sciences, education and the human computer interaction disciplines, indicating its potential as an effective method for the dissemination of knowledge. The research strategy draws upon the human computer interaction discipline's user-centered design philosophy to harness the disciplines knowledge by actively engaging experts in a formative evaluation of personal learning networks using the Delphi method.Ph. D.
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Al-Shehri, Abdullah Mohammed. „The development of reusable online learning resources for instructional design students based on the principles of learning objects“. Diss., Manhattan, Kan. : Kansas State University, 2004. http://hdl.handle.net/2097/35.
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Cemal, Nat Muesser. „Design, development and evaluation of technology enhanced learning environments : learning styles as an evaluation tool for metacognitive skills“. Thesis, University of Greenwich, 2012. http://gala.gre.ac.uk/11995/.
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Recognising the powerful role that technology plays in the lives of people, researchers are increasingly focusing on the most effective uses of technology to support learning and teaching. Technology Enhanced Learning (TEL) has the potential to support and transform student learning and provides the flexibility of when, where and how to learn. At the same time, it promises to be an effective educational method (Wei and Yan 2009). One of the hottest topics in this field is adaptive learning (Mylonas, Tzouveli and Kollias 2004). Today, with the ability of advanced technologies to capture, store and use student data, it is possible to deliver adaptive learning based on student preferences. TEL can also put students at the centre of the learning process, which allows them to take more responsibility for their own learning. However, this requires students to be metacognitive so they can manage and monitor their learning progress. This thesis investigates the impact of student metacognitive skills on their learning outcomes in terms of recalling and retaining information within a formally designed and TEL environment. The learning outcomes of students who study a subject consistent with their learning styles and another group of students who study the same subject in contrast to their learning styles are then compared to determine which group performs better. Based on this approach, a TEL environment is designed for undergraduate students to use for the purpose of collecting the required experimental data. The results of this study suggest that effective use of metacognitive skills by students has a direct bearing on their learning performance and ability to recall information. The outcomes reveal that successful students use effective metacognitive skills to complete their studies and achieve their learning goals in a TEL environment. Therefore, it clear that metacognition can play a critical role in successful learning, and, furthermore, this approach can assist educationalists in understanding the importance of metacognition in learning and in considering how technology can be used to better to allow students to apply metacognitive skills. The designed TEL environment for this study can be utilised as a precursor to implement TEL environments that can be adapted to individual learning styles, and to support the development of metacognitive skills.
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Weaver, Lisa L. „Learning Landscapes: Theoretical Issues and Design Considerations for the Development of Childrens Educational Landscapes“. Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/34095.
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This study is designed to explore the applied behavioral research available to designers of educational landscapes and determine what aspects of that research can be extracted and applied to a physical landscape design. Its purpose is to create an awareness and understanding of the issues that designers should take into consideration to make an educational landscape design solution more developmentally appropriate for children. The literature review reveals that play forms the common link between learning and child development. The design considerations being presented in this study incorporate play. Being aware of and understanding the developmental and intellectual needs and abilities of children will give designers the foundation to make informed decisions and design choices in the creation of successful children's educational landscapes. The design considerations presented in this study are part of an exploratory investigation attempting to identify direct linkages between developmental/play activities and physical design elements. They offer a framework for creating landscape environments that meet the developmental needs of children. An existing educational landscape, the Jamestown Settlement near Williamsburg, Virginia will be evaluated in terms of these considerations. This educational landscape will be viewed from the perspective of a landscape architect aware of the developmental and play issues that surround child's learning as well as the potential for creating a site that offers a unique landscape experience. The outdoor learning environment is the site of the highest level of children's activity. It represents, at best, a potential site for investigation, exploration and practice of skills at various levels of complexity. At its worst, it is a static collection of objects offering little toward the developmental needs of the child. The landscape designer has the opportunity to provide a unique environment that supports the ways that children learn. The physical landscape has the potential to challenge children, offering choices in sight, smell, sound and touch. The landscape is ever-changing, providing broad learning opportunities where children can learn at their own pace, in their own unique style.Master of Landscape Architecture
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Felton, Anthony John. „The development of an effective learning environment in higher education for product design“. Thesis, University of Wolverhampton, 2001. http://hdl.handle.net/2436/123345.
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This thesis is concerned with the development of an effective learning environment in higher education for product design. The research and development undertaken focuses predominantly on the BSc (Hons) course in Computer Aided Product Design (BSc CAPD) at the University of Wolverhampton, in the UK. Conceived in 1989 as a collaborative venture between the School of Engineering and the School of Art and Design, it was in the vanguard of a new wave of product design initiatives in the higher education sector that had a multidisciplinary approach. It was one of the first degrees within the institution to adopt an integrated approach, integrating engineering design from the former with industrial design from the latter, developing a mixture of technical and design skills using the computer. It aims at developing an employable graduate designer with a richer blend of skills and possessing a greater awareness of the relationship between Design and Manufacture in the specialist field of Computer Aided Product Design. The research documents the growth of Product Design courses in the UK over this period of time and a comparison is made of the BSc CAPD course with the Industrial Design Engineering degree at the Technical University of Delft in Holland, considered exemplary in its field. The thesis reviews BSc CAPD's integrated approach over the first decade in terms of providing an effective learning environment for product design and achieving the aims and objectives of the course, as set out in Chapter 2 (2.3.2.1 Aims) and (2.3.2.2 Course Objectives). The effective learning environment in product design is achieved and documented in the thesis as follows: - The integration of engineering and art and design staff to deliver the curriculum." Education linked to Product Design, the project base, especially live projects, in providing the vehicle to BSc CAPD's integrated approach to curriculum development, teaching and learning. Integration of computers into the design curriculum. Technology supported learning in product design. The evaluation of Video Conferencing in a distance learning environment and the development of a Computer Assisted Learning (CAL) package / tutor system for teaching 2D CAD. Creativity / Innovation in Product Design. Industrial needs for designers (Designer's Skills). Developing a student's taxonomyof Design skills (Designer's checklist of skills).
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Perttu, Melinda Heather Crawford. „A Manual for the Learning of Traditional Scottish Fiddling: Design, Development, and Effectiveness“. The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299300924.
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Dannenberg, David Randall. „Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework“. Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/51794.
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By their very nature, physical classrooms limit the external resources that are readily available to teachers and students. However, many educators desire to expand the student's learning environment to include outside resources (Partnership for 21st Century Skills, 2009; NCSS, 2010; U.S. Dept. of Education, 2004). Much of this desire is due to the influence of constructivism; however, many teachers are without the knowledge and resources to implement a Constructivist Learning Environment (CLE) (Diem, 1999; Mason et al., 2000; Swan and Hofer, 2008). Therefore, how to create a suitable community-driven learning environment that allows classroom teachers to utilize resources outside their immediate location is a problem faced by many of today's educators.
Past research has identified five key attributes any CLE must incorporate: embedded within realistic and authentic environments, allow for communication and collaboration among and between students, teachers and mentors, allow for multiple perspectives and views to be seen and shared, promote a student's self-awareness and self-reflection, and allow the learner to be autonomous (Jonassen, 1994; Driscoll, 2005). When considering this list against technological affordances, the one technology that appears capable of fulfilling these requirements is virtual worlds (Kemp and Haycock, 2008). Designed as a developmental research study, this research validates the use of virtual worlds as a development tool when building a CLE within the K-12 environment.Ph. D.
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Hewitt, Julie E. „Blended Learning for Faculty Professional Development Incorporating Knowledge Management Principles“. NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/950.
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Adjunct faculty comprise a large percentage of part-time faculty for many colleges and universities today. Adjunct faculty are hired because they are experts in their content areas; however, this does not guarantee that they are skilled in effective classroom management. These instructors can become bewildered and frustrated because they lack the knowledge and skills that are needed to run an effective classroom.
While educational organizations have adopted blended learning environments as an effective delivery method for their students, this method has not gained much traction as a way to deliver instruction to their own employees. Thus, there are opportunities to use blended learning as a strategy for professional development in the workplace. What is more common in the workplace is the application of knowledge management (KM). KM is used in organizations to identify, share, and validate knowledge in order to improve individual and organizational performance. Blended learning combined with KM strategies, can leverage face-to-face and online instruction delivery methods to give adjunct faculty real-time support as they learn to implement specific instructional methods and classroom management techniques into their face-to-face classrooms.
The goal was to construct and validate a blended learning professional development course for adjunct faculty. Design and development research methods were used to conduct the study in four phases. In phase one, a course design framework that integrated the four modes of the SECI KM model (i.e., socialization, externalization, internalization, and combination) was developed. Included with the framework was a mapping of the learning outcomes, knowledge type, and activities associated with each SECI mode. In phase two, an expert panel reviewed the framework and mapping. The Delphi technique was used to capture panel members’ feedback. Revisions to the framework and mapping were made based on the results of the expert review. In phase three, the framework was used to develop the course within the Desire2Learn learning management system. In phase four, a formative evaluation of the course was conducted using focus groups with key stakeholders including faculty, staff, and administrators.
The sequential nature of the phases in which the professional development course was designed and developed resulted in a refined instantiation of the course, which was received positively by key stakeholders; however, summative and confirmative evaluations would be needed to determine the effectiveness of the course delivery and content, as well as, whether the course is viable over time. The incorporation of the SECI principles for faculty professional development was also determined to be worthy of continued consideration. Future research focusing on the implementation of SECI principles to guide instructional design in various online and blended learning contexts is recommended.
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Flores, David. „The EastSide Cafe| A liberated learning zone“. Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1526906.
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Following the 1994 uprising of the Zapatistas, an indigenous army in southern Mexico, a small community arts and education center was developed in East Los Angeles that believed another world was possible. This research seeks to examine the alternative nature and learning of the EastSide Café. Guided by Zapatismo, Chicana Feminism, and decolonial theory, seven EastSide Café members were asked to offer the details of how the EastSide Café promotes alternative learning. The findings present a simple culture of horizontality, but more importantly, a praxis of a liberated learning zone that shifts the consciousness of participants by showing that another world, another way, is possible.
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Tippery, Gabriel J. „Learning to Be in the Digital Era: A Holistic Learning Framework for Design Education“. The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343327316.
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Wang, Qichao. „Game-Aided Education for Transportation Engineering: Design, Development, and Assessment“. Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/78375.
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Transportation engineering is a wide area that covers different topics including traffic planning, highway design, pavement design, traffic safety, and traffic control. Certain concepts in those topics are challenging and are hard to understand based on textbooks and lectures. In this work, we developed five web games targeting the five topics in transportation engineering education to improve students’ understanding of those hard concepts. The games are hosted in a website server. Students can play these games online after register and login. The server stores the users’ information and their gameplay data. We conducted a Before-and-After study to test the effectiveness of the games in terms of improving the learning outcomes of the students. The results showed that the games could increase the students’ understanding of hard concepts significantly. The developed games can be used in transportation education. This game framework can serve as a reference for other education game developers.
We envision that more educational games will be developed by transportation and education communities in the recent future. There will be more than one game for the same topic. We need an approach to select games for different students group. We proposed a gravity model for evaluating the engagement of the students for the educational games. We found that different games have different properties in terms of attracting students’ engagement. The proposed model can be used in the future for selecting educational games for specific students group.Master of Science
This thesis presents the effort of making computer games for education purpose. I developed five games corresponding to the five areas in transportation engineering courses. The objective of this work is to let the students understand the hard concepts in transportation engineering by playing the developed games. The students can play the games online, and their gameplay data will be recorded as they play. The effectiveness of this work was tested using before-and-after quizzes. We designed a set of quizzes that are within transportation engineering and can be solved using the knowledge learned in the games. We asked the students to do the quizzes and, without any feedback, do the same quizzes again after playing the games. The result showed that their scores improved in general, which means their understanding of transportation engineering was improved. Using the data collected from the gameplay, quizzes, and the students’ course scores, I proposed a gravity model that describes how students were engaged in the games. I found that different games could attract different students.
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Bhatnagar, Kangana. „Healing, Learning and Play“. VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1561.
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Research suggests that the first five years of life are critical for building the foundation for children’s success throughout their schooling and life. Throughout these first years of life there are a number of essential windows of opportunity during which certain kinds of stimuli are needed to help the brain develop and maintain critical connections necessary for learning. This project is a unification of a Child Development Center and a therapeutic center. This center includes children who suffer from bereavement; a broken home, death of a parent or child abuse. These children are provided with therapy by a specialist, and also given an opportunity to interact with other children as a form of therapy. This thesis therefore explores the following questions. How can design create a place that enhances learning, healing and play through interaction and movement? How can design create a space for the special needs of children without having to bind them in a classroom? How to create movement in a building that itself is static in nature?