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Rahbary, Asr M. A. "Computer assisted machine tool part-program optimisation." Thesis, Coventry University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279418.
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Kim, Hyungsin. "The ClockMe system: computer-assisted screening tool for dementia." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/47516.
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Due to the fastest growing senior population, age-related cognitive impairments, including Alzheimer's disease, are becoming among the most common diseases in the United States. Currently, prevention through delay is considered the best way to tackle Alzheimer's disease and related dementia, as there is no known cure for those diseases. Early detection is crucial, in that screening individuals with Mild Cognitive Impairment may delay its onset and progression. For my dissertation work, I investigate how computing technologies can help medical practitioners detect and monitor cognitive impairment due to dementia, and I develop a computerized sketch-based screening tool. In this dissertation, I present the design, implementation, and evaluation of the ClockMe System, a computerized Clock Drawing Test. The traditional Clock Drawing Test (CDT) is a rapid and reliable instrument for the early detection of cognitive dysfunction. Neurologists often notice missing or extra numbers in the clock drawings of people with cognitive impairments and use scoring criteria to make a diagnosis and treatment plan. The ClockMe System includes two different applications - (1) the ClockReader for the patients who take the Clock Drawing Test and (2) the ClockAnalyzer for clinicians who use the CDT results to make a diagnosis or to monitor patients. The contributions of this research are (1) the creation of a computerized screening tool to help clinicians identify cognitive impairment through a more accessible and quick-and-easy screening process; (2) the delivery of computer-collected novel behavioral data, which may offer new insights and a new understanding of a patient's cognition; (3) an in-depth understanding of different stakeholders and the identification of their common user needs and desires within a complicated healthcare workflow system; and (4) the triangulation of multiple data collection methods such as ethnographical observations, interviews, focus group meetings, and quantitative data from a user survey in a real-world deployment study.
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Mok, Fung-lan Connie, and 莫鳳蘭. "Using computer assisted concept mapping tool as cognitive tool in visual art learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27722430.
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Suwono, Francius. "A graphical user-interface development tool for intelligent computer-assisted instruction systems." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1993. http://handle.dtic.mil/100.2/ADA272988.
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Landau, Nancy B. "The computer as a tool in the ethical development of primary school children /." Online version of thesis, 1987. http://hdl.handle.net/1850/10428.
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Li, Xiaolei, and 李曉蕾. "Obstacles of using tablet computers as a learning tool in primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206571.
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With the development of using tablet computers in the classrooms, it is raised concern in education how to enhance the effectiveness of using tablet computers in teaching and learning. In this study, it provides a significant framework included four main obstacles of using tablet computers as a learning tool related to schools, teachers, students and parents that are studied with grounded theory. The purpose of this study is to understand the obstacles of using tablet computers as a learning tool and provide some recommendations according to teachers’ perception of teaching and students’ engagement of learning that occurs as a result of using tablet computers in primary schools. From the results of comparing students’ using tablet computers between schools and homes, the perception of teachers, students and parents’ on using tablet computers as a learning tool, the study found that there is a lot to develop and improve the tablet computers for primary school students to use as a learning tool.published_or_final_version
Education
Master
Master of Science in Information Technology in Education
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Koti, Vijayalakshmi. "Hypermedia in architectural education : the World Wide Web as a learning tool /." Connect to this title online, 1997. http://www.caup.washington.edu/Archimedia/thesis/home.htm.
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Thesis (M. Arch.)--University of Washington, 1997.Includes printouts of pages from the World Wide Web site at: http://www.caup.washington.edu/Archimedia/thesis/home.htm. Includes bibliographical references (leaves [73]-76).
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Zühlke, Liesl. "Computer-assisted auscultation as a screening tool for cardiovascular disease : a cross-sectional study." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11714.
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Cardiac auscultation is inherently qualitative, highly subjective and requires considerable skill and experience. Computer- assisted auscultation (CAA) is an objective referral-decision support tool that aims to minimise inappropriate referrals. This study evaluated the sensitivity and specificity of 2 CAA systems, Cardioscan® and Sensi®, in detecting echo-confirmed cardiac abnormalities in 79 consecutive patients referred for assessment to a tertiary cardiac clinic. CAA demonstrated suboptimal sensitivity and specificity in detecting cardiac abnormalities in children and adults. As both systems demonstrate 100% sensitivity in detecting acyanotic heart disease, and theoretically carry significant potential in resource-limited settings, further development of current technologies to improve sensitivity and specificity for clinical applications is still warranted.
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Shaw, Shirley A. "Hypercard: A promising tool for constructivist methodolody." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1121.
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Haley, Debra. "Applying latent semantic analysis to computer assisted assessment in the Computer Science domain : a framework, a tool, and an evaluation." Thesis, Open University, 2009. http://oro.open.ac.uk/25955/.
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This dissertation argues that automated assessment systems can be useful for both students and educators provided that the results correspond well with human markers. Thus, evaluating such a system is crucial. I present an evaluation framework and show how and why it can be useful for both producers and consumers of automated assessment systems. The framework is a refinement of a research taxonomy that came out of the effort to analyse the literature review of systems based on Latent Semantic Analysis (LSA), a statistical natural language processing technique that has been used for automated assessment of essays. The evaluation framework can help developers publish their results in a format that is comprehensive, relatively compact, and useful to other researchers. The thesis claims that, in order to see a complete picture of an automated assessment system, certain pieces must be emphasised. It presents the framework as a jigsaw puzzle whose pieces join together to form the whole picture. The dissertation uses the framework to compare the accuracy of human markers and EMMA, the LSA-based assessment system I wrote as part of this dissertation. EMMA marks short, free text answers in the domain of computer science. I conducted a study of five human markers and then used the results as a benchmark against which to evaluate EMMA. An integral part of the evaluation was the success metric. The standard inter-rater reliability statistic was not useful; I located a new statistic and applied it to the domain of computer assisted assessment for the first time, as far as I know. Although EMMA exceeds human markers on a few questions, overall it does not achieve the same level of agreement with humans as humans do with each other. The last chapter maps out a plan for further research to improve EMMA.
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Amicone, Patricia Weigel. "Multimedia technology as a presentation and archival tool for teaching history/social science." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1300.
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This project was created to provide teachers with a model multimedia project that demonstrates the use of multimedia as both a presentation tool and an archival instrument. It provides teachers with a simple guide to help them teach students how to use multimedia as a productivity tool in the classroom. This outline gives a step by step format that guides teachers and students through the development and presentation process. In addition, an evaluation rubric is provided that offers teachers a concise means to monitor student learning.
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Katz, Heather Alicia. "The relationship between learners' goal orientation and their cognitive tool use and achievement in an interactive hypermedia environment." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3033584.
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Csizmadia, Vilmos. "Constructing an authoring tool for intelligent tutoring systems with hierarchical domain models." Link to electronic thesis, 2003. http://www.wpi.edu/Pubs/ETD/Available/etd-1222103-161814.
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Green, W. J. (Whitfield James). "Use of the TRAC PAC as a microcomputer-based laboratory (MBL) tool for addressing misconceptions in kinematics and kinematic graphs held by secondary school learners." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50215.
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Thesis (PhD)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: This study investigated the impact that use of a microcomputer-based laboratory (MBL), in this case the TRAC PAC and associated software, had on student understanding in relation to common 'alternative learner ideas' and difficulties related to kinematics and kinematic graphs. It was carried out in the South African context, and focussed on subject matter that learners are expected to work with in preparation for the Senior Certificate South African examination. Twenty Grade 12 learners from four different schools participated in the study. Three key questions were investigated: 1. What conceptual difficulties do learners in this context experience in relation to kinematics and kinematic graphs? 2. Does use of the TRAC PAC as a microcomputer-based laboratory contribute to learner understanding of graphs of motion and related concepts? 3. If learning is enhanced using the TRAC PAC, what are some of the 'ways of learning' evident as learners participated in the MBL programme? To answer these questions, the study employed both an empirical quantitative dimension and an ethnographic qualitative dimension. The empirical study involved the use of pre- and post-questionnaires which were administered before and after learners participated in a TRAC PACbased learning programme comprising of six 3-hour learning activities conducted over three days. Overall learner performance on the questionnaires, as well as responses to individual questions, were analysed statistically, as well as through use of an 'item and matrix' analysis technique described by Svec (1999). Chapter 8 of this document reports on this component of the study. The ethnographic component of the study made use of observational data, and transcripts of video and audio recordings of learners as they participated in the learning activities. The data gathered using these techniques was analysed largely through use of a 'verbal analysis' technique described by Chi (1997). Chapter 9 of this document reports on this component of the study. In relation to Research Question 1, the main findings of the study were: • A literature review highlighted common 'alternative learner ideas' identified by other researchers, and these allowed me to group them into four main areas. These are described in Chapter 4 of this report. • The analysis of the questionnaires highlighted 'alternative learner ideas' that the group of learners who participated in this project held. These are described in Chapter 8 of this report. • The analysis of the video and audio transcripts also allowed for the identification of 'alternative learner ideas' held by this group of learners. These are described in Chapter 9 of this report. There was a high degree of commonality between the 'alternative learner ideas' identified through use of these three different sources. Research Question 2 was answered mainly through the empirical study described in Chapter 8 of this report. It was found that the MBL experience generally resulted in an improvement in learner understanding in this area of kinematics and kinematic graphs. More detailed statistical and 'item and matrix' analyses showed that the impact on learner understanding was better in certain areas than in others. The ethnographic study described in Chapter 9 contributed to answeri The degree of learner involvement in learning activities seemed to impact on the effectiveness of the programme. Possible factors impacting on involvement were identified . • 'Alternative learner ideas' were made visible in the context of 'argumentation episodes' and 'discussion and explanation episodes'. Consequently, these formed the contexts in which shifts in understanding were most likely to take place. Key learner behaviours and skills necessary for participation in these episodes are identified, and linked to success and non-success on the programme. Recommendations arrsmg from findings m the study are described m Chapters 8, 9 and 10of this report.
AFRIKAANSE OPSOMMING: Hierdie ondersoek bestudeer gebaseerde laboratorium, III gepaardgaande sagteware, op kinematikagrafieke het. die uitwerking wat 'n hierdie geval die TRAC studente se begrip van mikro-rekenaar PAC en die kinematika en Die ondersoek is III 'n Suid-Afrikaanse konteks uitgevoer en is toegespits op die vakmateriaal wat leerders behoort te beheers ter voorbereiding vir die Suid-Afrikaanse Senior Sertifikaat. Twintig Graad 12' s van vier verskillende skole het aan die ondersoek deelgeneem. Drie sleutelvrae is ondersoek: 1. Watter begripsprobleme ondervind leerders in hierdie verband met betrekking tot kinematika en kinematikagrafieke? 2. Dra die gebruik van die TRAC PAC as 'n mikro-rekenaar gebaseerde laboratorium by tot die leerder se begrip van kinematikagrafieke en verwante begrippe? 3. Indien "leer" deur die gebruik van die TRAC PAC bevorder word, watter "vorme van leer" is waarneembaar as leerders deelneem aan die MBL-program? Beide 'n empiries-kwantitatiewe dimensie en 'n etnografiese kwalitatiewe dimensie is in die navorsing gebruik. Die empiriese ondersoek maak van beide 'n voortoets en 'n na-toets gebruik. Hierdie vrae is aan die leerders voorsien voordat asook nadat hulle aan die TRAC PAC gebaseerde leerprogram deelgeneem het. Die leerprogram het bestaan uit ses leeraktiwiteite, elk drie uur lank, wat oor 'n tydperk van drie dae gedoen is. Die leerders se prestasie/uitslae met betrekking tot die vrae asook hul reaksie op individuele vrae is statisties ontleed, asook met behulp van die 'item en matriks' analitiese tegniek soos deur Svec (1999) beskryf. Hoofstuk 8 van hierdie verslag verwys na hierdie deel van die ondersoek. Die etnografiese komponent van die die ondersoek maak gebruik van waarnemingsdata en transkripsies van band- en video-opnames van leerders verkry tydens hul deelname aan die leeraktiwiteite. Die data so verkry, IS hoofsaaklik geanaliseer deur van die 'n verbale analise-tegniek gebruik te maak soos deur Chi (1999) voorgestel. Hoofstuk 9 van hierdie dokument doen verslag oor hierdie komponent van die ondersoek. Wat Navorsingsvraag 1 betref, IS die hoofbevindings van die studie die volgende: • 'n literatuur-oorsig beklemtoon die algemene alternatiewe leerderopvattings wat deur ander navorsers geidentifiseer is. Dit het my in staat gestelom hulle in 4 hoofareas te groepeer wat ek in hoofstuk 4 van die verslag bespreek. • Die analise van die vraelyste beklemtoon die alternatiewe leerderopvattings van die groep leerders wat aan hierdie proj ek deelgeneem het. Dit word in hoofstuk 8 van hierdie verslag bespreek. • Die analise van die band- en video-opnames het ook bygedra tot die identifikasie van' alternatiewe leerder-idees' wat by hierdie groep leerders voorkom. Dit word in hoofstuk 9 van hierdie verslag bespreek. Daar is 'n groot mate van ooreenkoms ten opsigte van die alternatiewe leerderopvattings wat by hierdie drie verskillende groepe voorkom. Navorsingsvraag 2 is hoofsaaklik beantwoord deur die emprrrese studie wat in hoofstuk 8 van hierdie verslag bespreek word. Daar is bevind dat die MBLondervinding oor die algemeen 'n vebetering in die leerders se begrip ten opsigte van kinematika en kinematikagrafieke tot gevolg gehad het. 'n Meer gedetailleerde statistiese 'item en matriks' -analise het getoon dat die uitwerking op die leerders se begrip in sommige areas beter was as in ander. Die etnografiese studie wat in hoofstuk 9 van hierdie verslag beskryf word, dra by tot die beantwoording van Navorsingsvraag 3. Sleutelbevindings met betrekking tot hierdie vraag sluit onder andere in: • Leerderdeelname aan leeraktiwiteite hou skynbaar verband met die sukses wat hulle in die program behaal. Moontlike faktore wat 'n invloed op deelname kon hê, is geidentifiseer. • Alternatiewe leerderopvattings is In die konteks van 'beredeneringsepisodes ' en 'besprekings- en verduidelikings-episodes' uitgelig. Hierdie "episodes" het die waarskynlikste verband uitgewys waarbinne veranderings van insig/begrip kan plaasvind. Kernleerdergedrag en vaardighede wat noodsaaklik IS vir die deelname aan hierdie episodes is geidentifiseer, en is gekoppel aan 'n leerder se sukses en mislukking tydens deelname aan die program. Aanbevelings wat voortspruit uit die bevindings van die ondersoek word In hoofstukke 8, 9 en 10 van hierdie verslag, bespreek.
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Helsper, Charles Bernard. "Incorporating internet technology as as educational and learning tool." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1818.
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Whiston, Sandra Kristine. "The development of melodic concepts in elementary school age children using computer-assisted instruction as a supplemental tool /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583622967.
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Yip, Wai-man Florence, and 葉慧敏. "Online vocabulary games as a tool for teaching and learning English vocabulary." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29597511.
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Petrone, Paola. "Design and optimization of a computer-assisted tool for erythrocyte phenotyping: in search of a new biomarker for autism spectrum disorders." Doctoral thesis, Università di Siena, 2022. http://hdl.handle.net/11365/1213174.
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The morphology of a red blood cell (RBC) in physiological conditions (discocyte) is of primary importance for its main physiological role (i.e., the transport of respiratory gases to and from the tissues). The erythrocyte membrane-cortical cytoskeleton-complex structure, ensuring both shape resilience and marked physiological deformability, also allows erythrocytes to undergo peculiar shape changes, from spherical globes (spherocytes), concave shapes (stomatocytes), cells provided with spines (echinocytes) or with a central crest (knizocytes). Several pathological conditions are associated with characteristic RBC shape alterations. For instance, typical thorny red cells (acanthocytes) are prevalent in neuroacanthocytosis, a group of rare genetic diseases; hereditary spherocytosis, elliptocytosis, and stomatocytosis are RBC disorders resulting from mutations in genes encoding various membrane and skeletal proteins; codocytes are a common occurrence in beta- thalassemia. Furthermore, aberrant erythrocytic shapes are observed in renal and liver disease, and in case of hemoglobinopathies and toxemias. Leptocytes, as well as other abnormal erythrocyte shapes, are reported in patients diagnosed with Rett syndrome, an X-linked genetically determined neurodevelopmental disorder. Abnormal RBC shapes have been described also in patients diagnosed with autism spectrum disorders (ASD). ASD represent a complex set of neurodevelopmental disorders, characterized by social and behavioral impairments. These disorders have a prevalent genetic etiology; however, epigenetically acting environmental factors (e.g., immune dysregulation, pollutants) seem to play a key role in the development of the disease. This condition is associated with a high social impact and strong suggestions of a dramatically rising prevalence in the general pediatric population over the last decades.
In the present thesis work, we started to investigate the potential value of the RBC shape as a biomarker candidate for an early ASD diagnosis, illustrating and discussing the results achieved so far within this broad research project. One of these results is the optimization of a new protocol, based on the acupuncture method, for blood samples preparation aimed at SEM (Scanning Electron Microscopy) morphological analysis of RBC. Indeed, to reach the final research goal it is necessary to carry out many bloods drawn from young children in a practical way. The novel preparation and imaging method, both minimally invasive and cheap, consists in aspirating by a capillary tube (preloaded with anticoagulant solution) a drop of peripheral blood obtained from a prick in a human subject’s fingertip. Samples are subsequently processed by ad hoc protocols and imaged at SEM. Another goal successfully achieved through this work is the favorable opinion and approval from local ethics committee. Preliminary results from blood samples analysis at SEM confirm the presence
of morphologically abnormal erythrocytes in ASD patients in a greater extent than in healthy volunteers. Nevertheless, given the small sample size searched to date, more accurate information and a high caseload of subjects are still needed.
The last and most consistent part of this thesis work illustrates development and validation of a new computer-assisted tool for erythrocyte phenotyping in SEM micrographs. Indeed, achieving our final research goal involves the analysis of many blood samples, each of which needing a time-consuming manual search, count and classification of a large number of RBC. In this context a software capable to semi-automatically associate a distribution of erythrocytes among the relevant morphological classes to each examined patient would represent a powerful tool towards a more rapid and reproducible analysis of RBC morphology. Furthermore, observations from studying of intra-operator variability of the manual RBC morphological analysis by SEM carried out in this thesis work suggest the need of a high number of replicate counts, supporting the key relevance of implementing reliable computer-assisted algorithms and machine learning systems for our research project. Our own software, developed using Microsoft Visual Studio 2010 as a working environment and the C++ language as a programming language, has shown to be able to detect RBC in SEM micrographs and to intercept erythrocyte morphological categories, albeit with different degrees of efficiency. This new software represents a promising and powerful tool with many potential applications, from early ASD diagnostic to basic research in hematology.
This thesis work presents the initial phases of an ambitious research project about erythrocyte morphological changes in pediatric ASD patients, laying solid foundations for its continuation. Indeed, further investigations are needed to establish the statistical significance of the differences about erythrocyte morphological alterations in blood micro-samples from ASD patients and neurotypical controls. Moreover, our work will continue validating the data - obtained by our software - about the distribution of erythrocytes among several morphometric classes in SEM micrographs from peripheral blood samples. These aspects are of seminal importance in the research aimed at discovering potential novel biomarkers for ASD diagnosis based on the SEM analysis of peripheral blood micro-samples.
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Coull, Natalie J. "SNOOPIE : development of a learning support tool for novice programmers within a conceptual framework." Thesis, St Andrews, 2008. http://hdl.handle.net/10023/522.
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Zakumba, Lwazi Xolisile. "A case study on the role of excel as a teaching and learning tool in influencing learners' interpretation of functions." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1018756.
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The aim of this study was to investigate the role Excel could play in influencing Mathematics and Mathematical literacy learners’ interpretation of functions and their attitude towards Mathematics. I used a Mathematical Graphical Diagnostic (MGD) test, an attitude questionnaire, a reflective questionnaire and semi-structured interviews as instruments. The MGD test and the attitude questionnaire were given to 72 volunteer grade 11 learners at a former Model C school in Port Elizabeth, in the Eastern Cape. This group included 50 pure Mathematics learners and 22 Mathematical literacy learners. From this group, a smaller group of 10 learners further took part in the rest of the study were they went through an intervention were Excel was used as a teaching tool, covering concepts concerning functions. This group included 6 pure Mathematics and 4 Mathematical literacy learners. The 10 learners then re-wrote the MDG test and refilled the attitude questionnaire after the intervention. A reflective questionnaire was administered to the 10 learners after the intervention, with 5 learners from the 10 undergoing interviews in order to meet the objectives of the study. The administration of the MDG test and attitude questionnaire, interviews and reflective questionnaire enabled me to explore the relationship between learner performance and their attitude towards Mathematics as a subject, as well as the comparing the attitudes and performances between pure Mathematics and Mathematical Literacy learners. The study followed a qualitative research design, with an element of quantitative research. The qualitative data yielded findings that revealed the effectiveness of using Excel in teaching functions while the quantitative data revealed the difference in attitude and ability between pure Mathematics and Mathematical Literacy leaners. The findings of the study revealed that Excel played a major role in improving pure Mathematics learners’ results but not those of the Mathematical Literacy learners. The study also showed that technology does not necessarily impact on learners’ attitudes positively.
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Chan, Wun Wa. "A study of social annotation tool in facilitating collaborative inquiry learning." HKBU Institutional Repository, 2018. https://repository.hkbu.edu.hk/etd_oa/514.
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In twenty-first (21st) century tertiary education, undergraduate study is intended to not only to teach the subject knowledge through direct instruction or lecturing, but also to cultivate and foster students' skills and literacies to suit societal needs. For this reason, it is increasingly important to introduce new teaching and learning (T&L) strategies and web applications (apps) into students' undergraduate study. The introduction of collaborative inquiry learning (CIL) is intended to enhance students' communication and collaboration skills throughout their learning. In addition, by introducing social annotation (SoAn) tools, students are able to bookmark, highlight, annotate, share, discuss, and collaborate on information sources collected by students for their collaborative inquiry learning assignments (CILA). In this study, a self-developed SoAn tool known as the Web Annotation and Sharing Platform (WASP) was introduced to investigate how the SoAn tool can facilitate students' CIL. The study included 377 students (freshmen or sophomores) from three different courses at a Hong Kong University, Hong Kong Christian University. A mixed-method research approach was employed using four data collection methods. Quantitative data were collected from all participating students through a questionnaire survey, WASP log file (students' actions on WASP), and CILA marks. Furthermore, qualitative data were gathered from selected students in individual face-to-face interviews. The study aimed to ascertain how students integrate and use the SoAn tool in their CIL. This study also investigated whether students think a SoAn tool is useful and effective for their CIL. Moreover, this study examined the correlations between students' perceptions of CIL and WASP, usage of WASP, and their CILA mark. Finally, this study examined the challenges students encountered when they integrate and use WASP in their CIL. The results reveal that the integration and usage of a SoAn tool were concentrated in the early stages of students' CIL. Furthermore, the results illustrated how the 'able other (s)' arise in the CIL group to provide information sources that initiate the discussion and collaboration among group members. Based upon the student perceptions collected in this study, the results suggested that students agreed that the WASP functions were useful and effective for CIL in courses that teach elementary Information and Communications Technology knowledge content (ICT-related courses). Moreover, student perceptions on the WASP functions highly correlated with their perceptions of CL before this study and any respective group process experiences. The results also indicated that students' perceptions, SoAn tool usage and learning outcomes (CILA mark) are not correlated, there is a higher chance of reaching correlation between the perceived usefulness of the WASP functions and their CILA mark in ICT-related courses. Lastly, the results suggested that low motivation for learning and using a SoAn tool, the functionality and recognition of a SoAn tool, and methods of processing, discussing, and collaborating on collected information sources were the challenges encountered when students integrate and use a SoAn tool in their CIL. The implications and limitations of this study are discussed in Chapter 8. Directions for future research and suggestions are provided, which includes introducing SoAn tools in ICT-related courses and enhancing the functions of SoAn tools both for better user experiences and research purposes.
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Durdu, Levent. "Web-based Learning Tool: Design And Development Of An Online Basic English Support Material For Young Children At Elementary Level." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1063395/index.pdf.
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This study investigated the students’
and teacher&
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s perception of a web-based learning tool for an English course which was given as a second language at elementary level. The site was used as a supplementary material for 8th grade students in METU College. The researcher developed the site specifically for this study and in the development process internet and database technologies were used.The data were collected from the 22, 8th grade students through a computer attitude scale and a questionnaire, which was developed by the researcher. An interview with the course teacher was conducted. Descriptive statistics, frequency distributions and researcher observation were used to express the results of the study. The results showed that the site was perceived positively by more than half of the students in terms of vocabulary learning through the dictionary and activities page. The site was evaluated by the students and nearly most of the students found the site to be useful in terms of acquiring hearsay through the dictionary and the chat page of the site. More than half of the students perceived the chat environment more suitable for communication than classroom environment. The course teacher evaluated the site to be useful in terms of vocabulary learning, hearsay and online communication.
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Kwok, Kai-yin Bill, and 郭啟賢. "Using KF as a facilitating tool for high order thinking in AL biology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3041815x.
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Asare, Edmund K. "An Ethnographic Study of the Use of Translation Tools in a Translation Agency: Implications for Translation Tool Design." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1310587792.
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Funnell, Lynette. "A classroom-based investigation into the potential of the computer spreadsheet as a learning tool within the secondary school mathematics curriculum." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003329.
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The influence of modern technology on education is becoming more noticeable and has implications for the curriculum and the teaching methods of mathematics. The microcomputer can be used effectively as a powerful teaching and learning aid within the mathematics classroom. This study considers the role of the computer as an aid to teachers and pupils in the teaching and learning of mathematics and shows it as having great potential. At present relatively few schools in South Africa are using the computer as a teaching aid in the mathematics classroom. The researcher proposes that some reasons are a shortage of suitable programs, the fact that few teachers have adequate skills in educative uses of the computer and most teachers are not skilled in programming techniques. Based on this assessment of the problem, spreadsheet programs related to some mathematics lessons, together with teaching notes and pupils' material have been developed. Besides describing the potential of the computer in mathematics, this study outlines the development of three spreadsheet packages and suitable teaching methodologies used for each package, and assesses an action research investigation undertaken by the researcher, teachers and pupils when using these spreadsheet packages in six classes. The findings of the investigation are most encouraging. The overall conclusion is that computer spreadsheet packages can assist the teacher in making the learning of mathematics more effective, more interesting and more enjoyable.
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Vargas, Carlos A. "Investigating construction falls using fault tree analysis and developing a prototype tool to reduce falls using expert system and computer assisted instrution methods /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu148795121493758.
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Orr, Sandra Lee. "A study of West Virginia P-12 teachers' use of the internet as a professional and instructional tool." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=720.
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Inagi, Shinji, and Shinji Inagi. "The Use of "Computer-Assisted Contrapuntal, Intervallic, and Motion Analysis" as a Tool to Help Determine the Authorship of Organ Works in the Neumeister Collection." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621077.
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The noted Bach scholar Christoph Wolff and two other researchers made one of the more noteworthy musicological finds of the late twentieth century in 1984, when they first rediscovered and then published MS LM 4708 of the John Herrick Music Library of Yale University. This MS, which was published under the title The Neumeister Collection, contains 82 organ chorales, many previously unknown, by members of the Bach circle. Of those 82 chorales, five pieces appear without attribution and six works have been published that were previously attributed to other composers. Wolff's edition, which lists composers for all 82 chorales, relies largely upon stylistic analysis when assigning attributions for pieces with multiple attributions. This document introduces a new analytic tool that can be used to generate information relevant to questions of authorship in the Neumeister chorales; this important tool is a computer program called MATLAB. MATLAB can compile and tabulate information about the melodic, intervallic, and contrapuntal content of musical compositions by analyzing XML computer files produced by standard music software programs such as Finale or Sibelius. This data then can be used to generate graphs that can be compared between compositions. Such analysis sheds new light upon the musical choices of composers represented in The Neumeister Collection and makes possible more informed judgments about pieces with multiple attributions.
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郭尚賢 and Sheung-yin Dominic Kwok. "Implementation of a web-based collaborative tool for learning computerprogramming: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256296.
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Persson-Holmes, Paul, and Pontus Lyngsten. "IT in auditing : A descriptive study about IT-tool usage, IT knowledge, and the future digital environment for auditors." Thesis, Umeå universitet, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172383.
Full textAbstract:
The audit industry is under a digital transformation where various IT-tools are being frequently used by auditors at different experience levels. It is almost impossible to perform an audit with good results without using any IT-tools. Therefore, pressure is put on audit firms,both Big 4 and Non-Big 4 firms to stay ahead or at least up to date in terms of the digital development, implementation and usage of IT-tools to not fall behind its competitors. Educating the audit team members in the different information technology systems (IT) will be of great importance so that auditors can utilize new technology and enhance audit quality.This study contributes with practical knowledge by mapping out and describing in detail how and in which IT-tools auditors spend their time in during their commitments during a typical week. Secondly, the study provides insights on the current IT-knowledge among auditors, which is a factor that influences the use of IT-tools among auditors. Further, this also includes, getting an enhanced understanding of what type of IT-knowledge that is required today, for the audit team member at a specific level, ranging from associates to partners at Big 4 and Non-big 4 firms. Thirdly, the thesis will also discuss impacts of digitalisation and advanced technologies in auditing and give an update of to what degree advanced technologies has been implemented.This was possible to accomplish through an online questionnaire and interview sessions which implied that seven different types of software are used by auditors where Spreadsheet software is one of the most frequently used IT-tools. Auditors generally use software they are familiar with and a resistance towards new software exists. The study also highlights the discussion if the implementation and use of advanced technologies is as widespread as the auditing firms are picturing it. Additionally, there is still a general lack of IT-skills among auditors, and students seeing a future in the auditing profession would have to take responsibility over their own IT-knowledge increasement alongside with educators implementing more IT-courses for students studying Business administration.
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Fleisher, Linda. "Patterns of use and patient perceptions of a decision support software tool for men with early stage prostate cancer." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/116895.
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Public HealthPh.D.
Computer Assisted Patient Decision Aids (CAPtDA) are important tools to address informed decision making. This parallel mixed methods study described patterns of use of a CAPtDA among men with early stage prostate cancer and explored their perceptions of a CAPtDA and its role in their decision-making process. Men (N=56) with early stage prostate cancer, seeking consultations for surgery and/or radiation therapy at Fox Chase Cancer Center, were recruited by telephone. Those who consented completed a background questionnaire prior to their initial treatment consult. Variables included demographics, decisional factors (such as decision-making style, treatment preference, stage of decision making, Ottawa decisional conflict) and health communication factors (health literacy and computer facility). The CAPtDA had embedded web log tracking capabilities. Men were also asked to participate in an in-depth qualitative interview within 2-4 weeks of their consult visit to explore their perceptions of the software. Twenty five men participated (14 surgical consult patients and 11 radiation consult patients). Specific CAPtDA components were more highly utilized while other components were rarely used. The Men's Stories, with actual men's stories about their diagnosis, treatment decision and challenges, was viewed by 77% of the men and they spent almost half of their time (46%) here. In contrast, the Notebook, which is the values clarification tool, was viewed by only 4 men and they spent about one minute in this section. Men with lower levels of health literacy spent more time in the Men's Stories than men with higher levels of literacy. However, literacy level was not associated with multiple uses and men reported that the content was easy to understand regardless of health literacy level. Those with higher decisional conflict spent more time overall and those who were less confident in their treatment choice were less likely to use it again. Fifteen percent of the sample was minority, but the drop-off rate in participation in the in-depth interviews among minorities and those with limited literacy was dramatic. Opening this "black box" showed different patterns of use and confirmed that not everyone uses it in the same way, or as we intend.
Temple University--Theses
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Traore, Lamine. "Semantic modeling of an histopathology image exploration and analysis tool." Thesis, Paris 6, 2017. http://www.theses.fr/2017PA066621/document.
Full textAbstract:
La formalisation des données cliniques est réalisée et adoptée dans plusieurs domaines de la santé comme la prévention des erreurs médicales, la standardisation, les guides de bonnes pratiques et de recommandations. Cependant, la communauté n'arrive pas encore à tirer pleinement profit de la valeur de ces données. Le problème majeur reste la difficulté à intégrer ces données et des services sémantiques associés au profit de la qualité de soins. Objectif L'objectif méthodologique de ce travail consiste à formaliser, traiter et intégrer les connaissances d'histopathologie et d'imagerie basées sur des protocoles standardisés, des référentiels et en utilisant les langages du web sémantique. L'objectif applicatif est de valoriser ces connaissances dans une plateforme pour faciliter l'exploration des lames virtuelles (LV), améliorer la collaboration entre pathologistes et fiabiliser les systèmes d'aide à la décision dans le cadre spécifique du diagnostic du cancer du sein. Il est important de préciser que notre but n'est pas de remplacer le clinicien, mais plutôt de l'accompagner et de faciliter ses lourdes tâches quotidiennes : le dernier mot reste aux pathologistes. Approche Nous avons adopté une approche transversale pour la représentation formelle des connaissances d'histopathologie et d'imagerie dans le processus de gradation du cancer. Cette formalisation s'appuie sur les technologies du web sémantiqueSemantic modelling of a histopathology image exploration and analysis tool. Recently, anatomic pathology (AP) has seen the introduction of several tools such as high-resolution histopathological slide scanners, efficient software viewers for large-scale histopathological images and virtual slide technologies. These initiatives created the conditions for a broader adoption of computer-aided diagnosis based on whole slide images (WSI) with the hope of a possible contribution to decreasing inter-observer variability. Beside this, automatic image analysis algorithms represent a very promising solution to support pathologist’s laborious tasks during the diagnosis process. Similarly, in order to reduce inter-observer variability between AP reports of malignant tumours, the College of American Pathologists edited 67 organ-specific Cancer Checklists and associated Protocols (CAP-CC&P). Each checklist includes a set of AP observations that are relevant in the context of a given organ-specific cancer and have to be reported by the pathologist. The associated protocol includes interpretation guidelines for most of the required observations. All these changes and initiatives bring up a number of scientific challenges such as the sustainable management of the available semantic resources associated to the diagnostic interpretation of AP images by both humans and computers. In this context, reference vocabularies and formalization of the associated knowledge are especially needed to annotate histopathology images with labels complying with semantic standards. In this research work, we present our contribution in this direction. We propose a sustainable way to bridge the content, features, performance and usability gaps between histopathology and WSI analysis
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Durmaz, Nurcan. "Assesing The Effectiveness Of Using Metu-online Tool In A Course At The Department Of Political Science And Public Administration: A Case Study." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610978/index.pdf.
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The purpose of this study is to investigate the effect of gender, CGPA and amount of weekly Internet use on the acceptance of CMS (Course Management System). Specifically, the purpose is to investigate METU-ONLINE in a course given in PSPA (Political Science and Public Administration) department at METU.
One questionnaire has been used in the study. The questionnaires have been distributed to 63 PSPA students who were enrolled to POLITICAL HISTORY (ADM3106) course during spring semester of 2007-2008 year.
The data gathered from the students with questionnaires has been analyzed in SPSS 16.0 program with ANOVA method using descriptive and inferential statistics.
The results showed that students&rsquoCumulative GPA and amount of weekly Internet use have an effect on the perceived usefulness of METU-ONLINE.
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Chung, Lai-kam Kathy, and 鐘麗金. "Teachers' perceptions of using e-mail as a communication tool in student guidance in primary schools: a casestudy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962373.
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Brand, Irene. "An examination of the effectiveness of a digital tool as an intervention measure to improve the reading comprehension skills of high school learners." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20081.
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Thesis (MPhil)--Stellenbosch UniversityENGLISH ABSTRACT: The current level of literacy in South Africa is cause for concern. The Annual National Assessment of Literacy and Numeracy, conducted nationally by the National Department of Education of South Africa, shows that only 28% of Grade 3 learners and 35% of Grade 6 learners passed these tests in 2011 (Department of Basic Education (a), 2011). According to the policy on progression and promotion issued by the National Department of Education, learners may only be retained once in a phase, which means that these learners may lack essential academic literacy skills when they reach high school. The main concern addressed in this thesis is whether high school teachers can help improve academic literacy by using reading comprehension software, like Reading Rocket, as an intervention tool to help learners who struggle with reading comprehension, and whether Reading Rocket is in fact an effective program to use for such purposes. This study was conducted by using data from one school within the Western Cape which has been using Reading Rocket for the past three years. Use of the program forms part of their timetable, and Grade 8 and 9 learners spend twice per cycle working with the program. Learners are first tested on entering Grade 8 and group reports are retrieved from the program each term to monitor their progress. These reports give a summary of the reading level, the percentage gained in the reading exercises, reading speed in w.p.m and a spelling score in percentage. This data was used to compile a summary of the results obtained over six terms Term 1 2010 until Term 3 2011. These results were compared with quarterly classroom (paper‐based) comprehension and language tests in order to determine is a correlation between the program data and the paper‐based test data. There is no control group for this study as all the Grade 8 and 9 learners use the program. There is no conclusive evidence that the program is an effective intervention tool, but findings show a positive correlation between program data and paper‐based test data which indicates that the program may be used as a tool to determine on what grade level learners read. Given the numerous responsibilities and duties of teachers, it is essential that they are given an effective measuring tool for literacy and because computer software is essentially objective and time‐effective in provide results, using computer technology for such purposes may be part of a solution to improve literacy in South Africa.
AFRIKAANSE OPSOMMING: Die huidige toestand van geletterdheid in Suid‐Afrika is kommerwekkend. Resultate in 2011 van die jaarlikse nasionale assesseringstoetse vir geletterdheid en gesyferdheid wat nasionaal deur die Nasionale Onderwysdepartement gedoen word, wys dat net 28% van Graad 3‐leerders en 35% van Graad 6‐leerders hierdie toetse slaag (Department of Basic Education (a), 2011). Volgens die beleid van progressie en promosie van die Nasionale Onderwysdepartement mag leerders net eenkeer in ‚n schoolfase agtergehou word wat beteken dat bogenoemde leerders dalk nie die geleentheid het om voldoende te verbeter voordat hulle die hoërskoolfases betree nie. Die hoofkwessie wat in hierdie tesis aangespreek word is of hoërskoolonderwysers rekenaar sagteware soos Reading Rocket as ʼn intervensie metode kan gebruik om leerders se akademiese leesbegrip te verbeter, en of Reading Rocket wel ʼn effektiewe intervensiemiddel is. ʼn Studie is gedoen deur die data van een skool in die Wes‐Kaap te gebruik wat Reading Rocket al vir die afgelope drie jaar gebruik. Dit vorm deel van hulle skoolrooster en graad 8 en 9‐leerders spandeer twee keer per siklus aan die program. Groepverslae wat deur die program opgedateer word elke kwartaal getrek om progressie te monitor. Die verslae bevat ʼn opsomming van die leerders se leesvlak, leesbegrip in persentasie, leesspoed in w.p.m en ʼn persentasie vir spelling. Hierdie data is gebruik om ‘n opsomming saam te stel van die resultate oor ses kwartale (kwartaal 1 2010 tot kwartaal 3 2011). Die programresultate is vergelyk met resultate van klaskamer (papiergebaseerde) begripstoetse en eksamens wat hulle vir dieselfde kwartale geskryf het. Omdat al die graad 8 en 9‐leerders aan die program blootgestel word, is daar nie ʼn kontrolegroep vir die studie nie. Daar is nie konkrete bewys dat die program ʼn effektiewe intervensiemiddel is nie, maar statistieke wys wel dat daar ʼn positiewe korrelasie tussen die programdata en die papiergebasseerde data is en daarom word die gevolgtrekking gemaak dat die program wel as ʼn instrument kan gebruik word om die leerders se leesbegrip op enige stadium van die jaar te toets. Weens vele verantwoordelikhede is dit essensieel dat onderwysers ʼn effektiewe metingsinstrument vir leesbegrip tot hulle beskikking het. Omdat rekenaarsagteware soos Reading Rocket tydbesparend en objektief in die voorsiening van resultate is, mag die gebruik van sulke tegnologie deel van ʼn plan vorm om geletterdheidsvlakke in Suid‐Afrika te verbeter.
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Dalgarno, Barney, and n/a. "Developing constructivist computer assisted learning resources : theory, techniques and tools." University of Canberra. Computing, 1999. http://erl.canberra.edu.au./public/adt-AUC20060704.114538.
Full textAbstract:
Accepted teaching and learning practices have undergone major changes during the past two
decades. They have been underpinned by shifts in psychological and pedagogical theory, the
most recent of which fit broadly under the heading of constructivism. During this time, there
have also been significant changes in the development of Computer Assisted Learning (CAL)
resources. These changes have tended to be driven by technological developments, such as
the availability of desktop computers with multimedia capabilities, and more recently the
increasing prominence of the Internet, rather than developments in teaching and learning
theory.
The aim of this research is to analyse the implications of a constructivist view of teaching and
learning for the development of CAL resources. Specifically, the research attempts to describe
the nature of constructivist CAL resources, before proposing a model for the development of
such resources. The capabilities of existing tools for the development of constructivist CAL
resources are also analysed.
In looking at the nature of constructivist CAL resources, developments in pedagogical theory
that have lead to the constructivist position are reviewed, along with constructivist theories of
teaching practice. This body of theory is then synthesised into ten principles of constructivist
teaching and learning.
The implications of a constructivist view of teaching and learning for CAL resources are then
examined. A range of constructivist CAL approaches are identified, and a classification
scheme for constructivist CAL is proposed. This scheme involves the classification of a CAL
approach according to the learner activities it facilitates, the input techniques used and the
processing and output techniques used.
The process of developing CAL resources is then addressed. The selection of CAL
approaches that are likely to assist with the achievement of specific categories of learning
outcome is recognised as being central to this process. Matrices relating categories of learning
outcome to categories of learner activity and categories of learner activity to categories of
input, processing and output technique are proposed. A model for developing CAL resources,
that makes use of these matrices is proposed. In developing this model, instructional design
models and software development models are reviewed.
Finally, support provided by existing authoring tools, for the development of constructivist
CAL resources using the proposed model is examined. Six of the most popular authoring
tools, including tools designed primarily for CD-ROM based resource development and tools
designed primarily for Web-based development are reviewed.
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Deanda, Felix. "Development and application of software tools for computer-assisted drug design /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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De, Villiers Mary Ruth. "The dynamics of theory and practice in instructional systems design." Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-02212003-180121.
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Coupland, Mary. "Learning with new tools." Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041221.111821/index.html.
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Steketee, Carole N. "Exploring conditions for the effective implementation and use of computerised cognitive tools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/716.
Full textAbstract:
In recent times, the term cognitive tool has been applied to computer technology that promotes reflective thinking and student-regulated learning. The interactive qualities of cognitive tools, and their ability to visually represent students' knowledge construction processes, promotes cognitive and metacognitive thinking and fosters learning for understanding. When used appropriately, cognitive tools are purported to bring about advanced cognitive gains through the amplification and augmentation of thinking and learning. These gains, however, have not been widespread given that information on how to use cognitive tools appropriately has largely eluded educators to date. The purpose of this study, therefore, was to identify an implementation framework that facilitated effective use of cognitive tools such that their potential could be maximised. This framework, which emerged from the literature, was based on a social constructivist perspective of learning where discourse and collaboration were highly valued, and students were encouraged to distribute their learning across social, physical, symbolic and intellectual resources. Known as a distributed learning environment (DLE) framework, it also permitted Insight into the extent to which cognitive tools, when used appropriately, contributed to student learning. Using action research methodology, this framework was implemented on two separate occasions into a fourth year tertiary unit. In keeping with the specific features of the DLE framework, modifications were made to the characteristics of the teaching contexts, which ultimately influenced the ways in which the students approached class activities and their learning in general. In both instances, data was collected from collaborative groups by recording and transcribing their discussions during class activities. Student interviews were also conducted and transcriptions were made of their self-reflective journals. The purpose of the first implementation was to determine the success of the framework in terms of the extent to which it encouraged students to distribute their learning to resources within the classroom. While there were varying degrees of distribution, the data suggests that the students relied heavily on many resources to support their understanding of the unit material. Based on these encouraging findings, the second Implementation proceeded and the DLE framework was used as a catalyst for the introduction of a cognitive tool called Inspiration® into the same unit the following semester. The activities within this unit were based on collaborative group work, the understandings from which were built into a concept-map that each group created for the five modules within the unit. Discourse analysis revealed that this setting enhanced student learning in that deep level socio-cognitive processes were frequently present within the collaborative groups' dialogue. By forming visual, metacognitive, collaborative and motivational partnerships with the cognitive tool, the groups were able to place structure and coherency in their dialogue, identify gaps in their understandings and take the appropriate steps towards integrating knowledge. The major Implication to emerge from this study is that the DLE framework successfully supported the inherent qualities associated with the cognitive tool. Although extensive, its features present educators with a practical opportunity to operationalise current learning theory in their classrooms and, at the same time, implement an environment that embraces and advances the learning benefits associated with cognitive tools.
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Reader, William Ross. "Structuring knowledge : the development and evaluation of tools to support learning." Thesis, University of York, 1994. http://etheses.whiterose.ac.uk/2447/.
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Hamel, Marie-Josee. "Re-using natural language processing tools in computer assisted language learning : : the experience of Safran." Thesis, University of Manchester, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488254.
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Alanazi, Mohammad S. "THE USE OF COMPUTER-ASSISTED TRANSLATION TOOLS FOR ARABIC TRANSLATION: USER EVALUATION, ISSUES, AND IMPROVEMENTS." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1570489735521918.
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Richmond, Floyd. "Tools, guidelines, and strategies for the development of computer-assisted-instruction lessons by non-programming music teachers." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902513.
Full textAbstract:
The purpose of this study was to enable music teachers with limited technological background to develop computer-assisted instruction lessons. Toward this end, (1) "Lesson Writer," a HyperCard-based authoring system for the Apple Macintosh computer, was developed and (2) guidelines and recommendations for the production of effective CAI lessons in music were written. The specific organization of the dissertation is as follows. Chapter One presents an introduction and establishes the need for greater participation by music educators in the creation of CAI lessons in music. It calls for the creation of an authoring program for music teachers. Chapter Two reviews literature related to the study. Chapters Three and Four discuss the characteristics of the student and computer and the impact of these characteristics on CAI development. These chapters include guidelines for the creation of effective CAI music lessons. Chapter Five provides a tutorial on how to use the "Lesson Writer" software to produce a simple lesson on musical texture. The basic concepts of creating screens, adding text, sound, graphics, and interaction are demonstrated. Chapter Six gives an overview of "Lesson Writer." Chapters Seven, Eight, and Nine explain presentation screens (explanation), interactive screens (interrogative), and control screens (organizational) respectively. Chapters Ten, Eleven and Twelve introduce techniques for adding sounds, graphics and multimedia events (CD ROM and video disc) to CAI lessons. Chapter Thirteen shows random and branching operations in the "Lesson Writer." Chapter Fourteen includes a summary, suggestions for future study, and conclusions. In the appendices are (1) a list of lessons created using "LessonWriter," (2) a HyperCard and XCMD bibliography, (3) instructions for installing "Lesson Writer", (4) instructions for writing HyperTalk extensions to the "Lesson Writer," and (5) an annotated bibliography of dissertations written between 1982 and 1993 on the topics of computers and music. This bibliography was compiled by paraphrasing and condensing the abstracts provided by a computer search of Dissertation Abstracts International on the keywords, "computers" and "music."School of Music
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Lucas, Cormac Anthony. "An investigation of computer based tools for mathematical programming modelling." Thesis, Brunel University, 1986. http://bura.brunel.ac.uk/handle/2438/7884.
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Yang, Chia-Shing. "Theories, templates, and tools for designing and developing instructional hypermedia systems." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-170327/.
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He, Ping. "The application of computer-assisted translation tools to the teaching of scientific and technological translation English to Chinese." Thesis, Imperial College London, 2014. http://hdl.handle.net/10044/1/25987.
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This research project investigates the function and potentiality of translation technology - including computer assisted translation tools, electronic corpora and internet search engines - in the teaching of scientific and technological translation. English into Chinese is the language pair under discussion in this study. The research is conducted on the basis of empirical methodology, which in this particular case consists of the following procedures: discussing and highlighting the key features of scientific and technological texts; analysing the ways in which translation technology are used in the teaching of translation; positing hypotheses on how the training in the use of translation technology influences the student's ability to translate; conducting experiments with control and experimental groups in order to test the validity of these hypotheses. The author designed and implemented a controlled experiment on two groups of Master's students of Translation, in which the experimental group was trained with access to computer-assisted translation tools while the control group was not. Before their training, a translation test was given to students from both groups so as to define their level of translation competence at that time. Afterwards, the experimental group was trained with access to computer-assisted translation tools for four months, while the control group was not exposed to such training. On finishing the training, the students from both groups sat another test which was of approximately the same difficulty as the first test. In addition, a questionnaire was attached to each of the two tests in order to understand the factors behind the students' performance. The scores obtained for both tests were collected and analysed across horizontal and longitudinal dimensions, with the horizontal analysis comparing the scores of the same test between the two groups and the longitudinal analysis comparing the scores of the two tests done by the same group. The horizontal analysis yielded two major and some minor findings, while the longitudinal analysis led to three major and two minor findings. The ultimate purpose of the thesis is to investigate the impact of translation technology training on the students' translation competence when dealing with scientific and technological texts.
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von, Rettig Anna. "Translating Expressive Prose using CAT Tools : An investigation into discerning the effects of segmentation in student translations." Thesis, Stockholms universitet, Tolk- och översättarinstitutet, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104351.
Full textAbstract:
Computer Assisted Translation tools continue to become more ubiquitous, but translation students do not necessarily receive much training in using them, and may therefore find translating when using them very different to translating freehand. An experiment was conducted where a three Master’s students were each asked to translate two texts; one in a CAT tool and the other freehand, and the resulting target texts were inspected to determine whether they may have been affected by the segmentation performed by the CAT tool compared to freehand translations of the same text, and if so, how. There were indications that in certain cases, such as very long sentences, the CAT tool may act as a visual aid, and also indications that certain students may be more prone to follow the segmentation provided by the CAT tool than others. However, the influence of personal translator style and translator’s habitus cannot be disregarded and as such the differences that are apparent cannot be entirely attributed to the CAT tool.
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Lynn, David F. "Automotive Design Education: Integrating Computer Based Tools with Traditional Techniques." Thesis, Available online, Georgia Institute of Technology, 2006, 2006. http://etd.gatech.edu/theses/available/etd-04102006-020924/.
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Sabaté, Carrové Mariona. "Towards a theory of translation pedagogy based on computer-assisted translation tools for Catalan and English non literary texts." Doctoral thesis, Universitat de Lleida, 2000. http://hdl.handle.net/10803/8115.
Full textAbstract:
This dissertation aims to propose an approach to translation pedagogy along two main guidelines: a) evaluating the traditional approaches to translation pedagogy with a view to designing a more ecclectic approach b) implementing computer-assisted tools to translation pedagogy based on classroom and other experimental activities.The ecclectic approach proposed in this dissertation highlights the importance of including computers in teaching translation and other computer-assisted tools (machine translation, translation memories such as Trados') to improve the students' performance and preparation for professional translation.