Dissertations / Theses on the topic 'Innovative forms of learning'
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Ronchi, Federica. "DEVELOPMENT OF INNOVATIVE MODIFIED-RELEASE LIQUID ORAL DOSAGE FORMS." Doctoral thesis, Universite Libre de Bruxelles, 2020. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/312267.
Full textDoctorat en Sciences biomédicales et pharmaceutiques (Pharmacie)
info:eu-repo/semantics/nonPublished
Holmquist, Mats. "Collective Learning in Innovative Networks." Högskolan i Halmstad, Regionalt lärande och ledarskap (RELL), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-21771.
Full textБобко, Євгеній. "Innovative technologies in foreign languages learning." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7214.
Full textВасильєва, Тетяна Анатоліївна, Татьяна Анатольевна Васильева, Tetiana Anatoliivna Vasylieva, and O. Skrynnyk. "Comparison of Open Learning Forms in Organizational Education." Thesis, RWTH Aachen University, 2020. https://essuir.sumdu.edu.ua/handle/123456789/85485.
Full textDobbs, Mia Summer. "Innovative Instruction| Learning in Blended Human Anatomy Education." Thesis, Pepperdine University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13858536.
Full textDespite the robust literature surrounding the benefits of blended learning including improved student learning and positive student perceptions of learning (Bishop & Verleger, 2013; O’Flaherty & Phillips, 2015), simply rearranging the structure of activities or incorporating technology does not ensure a more meaningful learning experience (Duffy & McDonald, 2008; Gopal et al., 2010; Lim & Morris, 2009; Mitchell & Honore, 2007; Okojie, Olinzock, & Boulder, 2006). There exists a danger of educators attempting the transition to blended learning without thoroughly understanding how it works (Ash, 2012). Considering the definition of blended learning as “the organic integration of thoughtfully selected and complementary F2F and online approaches and technologies” (Garrison & Vaughan, 2008, p. 148), achieving meaningful learning in the blended classroom requires intentional design, mindful collaboration, and complete integration between the F2F experience and asynchronous online technology. Therefore, this study aimed to understand how anatomy faculty create meaningful learning spaces within their blended anatomy course. By conducting formal research that is focused on understanding the experiences of anatomy faculty in their blended learning course through the theoretical framework of community of inquiry, collaborative learning, and discovery learning, this study informs current and future undergraduate anatomy education by providing insight into how learning happens within this space.
Keidan, Joshua. "Learning, Improvisation, and Identity Expansion in Innovative Organizations." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1586874155982614.
Full textSnyman, Andries. "Service-learning and experiential learning as forms of experiential education : similarities and dissimilarities." Journal for New Generation Sciences, Vol 3, Issue 1: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/473.
Full textIn 2003 is vier technikons genooi om deel te neem aan die "Community Higher Education Service Partnership" (CHESP) inisiatief van die "Joint Education Trust" (JET). Die doel is om diens-leer modules oor verskeie dissiplines heen te ontwikkel en op die wyse technikons meer effektief betrokke te kry by gemeenskapsontwikkeling en die kapasiteitsbou van gemeenskapsleiers, akademici en deelnemers uit die dienste sektor. Technikons neig om diens-leer te identifiseer met hulle praktyk van ervaringsleer. Die doel van die artikel is om die neiging aan te spreek deur te wys op die ooreenkomste en verskille tussen die twee vorme van leer, en wel op basis van Andrew Furco (1996) se analise van ervaringsonderwys. Hoewel daar sekere ooreenkomste tussen diens-leer en ervaringsleer bestaan, plaas die verskille hulle op twee onderskeie punte van Furco se kontinuum vir ervaringsonderwys. Met die oog op die suksesvolle implementering van diens-leer deur technikons is dit noodsaaklik dat akademici en rolspelers uit die gemeenskap hierdie ooreenkomste en verskille verstaan.
Брайко, Б. В., and B. V. Braiko. "Професійна підготовка магістрів з кібербезпеки в університетах Великої Британії." Дисертація, Хмельницький національний університет, 2019. http://elar.khnu.km.ua/jspui/handle/123456789/10229.
Full textThe thesis presents a comprehensive comparative analysis of professional training of Masters in Cybersecurity at UK universities to implement innovative aspects of such experience in the Ukrainian system of education. The justification of new conceptual approaches to improving professional training of Masters in Cybersecurity should pay special attention to the results of scientific research and prognostic ideas of the international experience, in particular, that of the UK, in the context of Ukraine’s integration into the European Higher Education Area. The thesis describes the coverage of professional training of Masters in Cybersecurity in the psycho-pedagogical literature and justifies the dependence of the development of cybersecurity policy on the level of professional competency of specialists in cybersecurity. It specifies that both the external and internal security of the state, as well as the protection of interests, health and personal information of its citizens, depends on high-quality activities of institutions and organizations providing information security services, that is on professional competency of specialists in cybersecurity. It analyzes the requirements of international organizations (“ENISA”, “IMPACT”, “OSCE”, “NSA”) for professional activities and training of specialists in cybersecurity which are reflected in the formulation of goals, the specification of the content, forms, methods and technologies of professional training of Masters in Cybersecurity, as well as in the justification of their professional competencies in cyberspace. It singles out the following areas in the UK cybersecurity policy: the coherence of criteria of the Global Cybersecurity Index (GCI) and the promotion of the main goals and conceptual frameworks of the Global Cyber Security Programme; the creation of a platform for the cybersecurity of different sectors of the economy; the development of special information systems and technologies, as well as separate software products; the active establishment of public-private partnerships on cyber-threat information sharing and cybersecurity incident management; the elaboration of cybersecurity industry-standards and framework programmes with business, science and the public; the introduction of a certification system for companies and specialists; the involvement of business in financing degree programmes in Cybersecurity; the establishment of special centres for sharing experience. The analysis of regulatory documents in the field of cybersecurity in the UK shows that it is somewhat complicated and changes rapidly. According to professional standards, the goals of masters programmes on Cybersecurity include consolidating professional knowledge (understanding key concepts, principles, technologies and practices) and developing professional and methodological skills in cybersecurity. Also, the thesis describes the characteristics of the educational process in the context of masters training at UK universities. The study of degree programmesand curricula of the leading UK universities shows that the content of such training organically combines fundamental, professional, research and practical training, contributing to the pursuit of career prospects and scientific and professional growth of cybersecurity. The thesis clarifies that practical training of masters training is a compulsory component of the content of masters programmes, which involves various forms (internships, participation in scientific and international projects, volunteering, mentoring, working with partners). It finds that the quality of masters programmes on Cybersecurity at UK universities is enhanced by using interactive teaching forms, methods and technologies. It must be noted that the use of innovative teaching methods and technologies is primarily aimed at improving the results of masters training, boosting motivation towards learning and enhancing practical experience. Particular attention is paid to the development of project skills while conducting research. Masters training also includes professional and research internship, which is an organic part of degree programmes and employment. Students can be offered to assist in creating a CV and developing interviewing skills. Finally, the thesis explores the current conditions of masters programmes on Cybersecurity at Ukrainian universities and presents a comparative pedagogical analysis of the peculiarities of professional training of Masters in Cybersecurity in the UK and Ukraine. The study of the UK experience has made it possible to justify scientific and methodological recommendations for improving professional training of Masters in Cybersecurity at Ukrainian universities at the strategic, organizational, content-related and technological levels. The scientific value of the obtained results is as follows: for the first time, the organizational and didactic peculiarities of professional training of Masters in Cybersecurity at UK universities (a free choice of an individual educational trajectory for career advancement based on the integration and diversification of degree programmes and the certification of professional qualifications; the standardized and interdisciplinary content of professional training; professional and research focus; the consistency with the requirements and needs of cyber policy; an applied nature of degree programmes; a high level of independent research and research activities; innovative and interactive forms, methods and technologies of teaching and learning) have been revealed; professional training of Masters in Cybersecurity at UK and Ukrainian universities has been comparatively and pedagogically analyzed; the possibilities of implementing innovative ideas of the UK experience with the aim to improve professional training of Masters in Cybersecurity at Ukrainian universities have been outlined; the content and the instructional-and-methodological support of professional training of Masters in Cybersecurity at Ukrainian universities have been improved (the author’s specialized course has been developed); the statements on the essential characteristics and the content of the concept of “masters training in Cybersecurity” and its interpretation in accordance with the international and Ukrainian semantics, as well as on current trends in the development of IT education under the conditions of creating global cybersecurity space, have been further developed. The practical value of the obtained results can be proved by the author’s instructional-and-methodological recommendations, titled “Professional Training of Masters in Cybersecurity: the UK Experience”, which justify the ways of using innovative ideas of the UK experience to update professional training of Masters in Cybersecurity in Ukraine. The main principles, theoretical conclusions and sources of this research should be included in the development of education standards on professional training of Masters in Cybersecurity, specialized courses and special seminars on professional training of IT specialists, as well as in the improvement of professional training of future specialists in cybersecurity in Ukraine.
Taylor, Teresa Brooks. "TNCC Service-Learning Faculty Champions Panel on Innovative Service-Learning Projects That Work." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3635.
Full textMoor, Margaret Jane. "The virtual classroom, an innovative approach to learning mathematics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0019/MQ37594.pdf.
Full textOskar, Marko. "Application of innovative methods of machine learning in Biosystems." Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2019. https://www.cris.uns.ac.rs/record.jsf?recordId=108729&source=NDLTD&language=en.
Full textПредмет истраживања докторске дисертације је примена машинског учења у решавању проблема карактеристичних за биосистемe са нагласком на пољопривреду. Најпре је представљен иновативни алгоритам за регресију који је примењен на великој количини података како би се са предиковали приноси. На основу предикција одабране су одговарајуће сорте соје за њиве са одређеним карактеристикама унапређеним алгоритмом оптимизације портфолија. Напослетку је постављен оптимизациони проблем одређивања сетвене структуре са вишеструким функцијама циља који је решен иновативном методом, категоричким еволутивним алгоритмом заснованом на NSGA-III алгоритму.
Predmet istraživanja doktorske disertacije je primena mašinskog učenja u rešavanju problema karakterističnih za biosisteme sa naglaskom na poljoprivredu. Najpre je predstavljen inovativni algoritam za regresiju koji je primenjen na velikoj količini podataka kako bi se sa predikovali prinosi. Na osnovu predikcija odabrane su odgovarajuće sorte soje za njive sa određenim karakteristikama unapređenim algoritmom optimizacije portfolija. Naposletku je postavljen optimizacioni problem određivanja setvene strukture sa višestrukim funkcijama cilja koji je rešen inovativnom metodom, kategoričkim evolutivnim algoritmom zasnovanom na NSGA-III algoritmu.
Богомоленко, Аліна Володимирівна. "Innovative methods of learning foreign languages with Voluxion system." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15187.
Full textSchirmer, Frank, and Michael Tasto. "Reflexive Power(s)? - Exploring the Dynamics, Contradictions and Paradoxes of Evolving Political Forms in Innovative Organizations." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-170100.
Full textHoffman, Darrell R. "Blending multimedia and campus-based learning to enhance learning about forest floor and humus forms." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55137.
Full textLand and Food Systems, Faculty of
Graduate
Nebohina, O. D. "Learn tense forms with schemes-sticks." Thesis, Sumy State University, 2014. http://essuir.sumdu.edu.ua/handle/123456789/45088.
Full textPantidi, Nadia. "An ethnographic study of everyday interactions in innovative learning spaces." Thesis, Open University, 2013. http://oro.open.ac.uk/38561/.
Full textLomas, Laurinda. "Innovative mathematics curriculum and teacher professional learning: A case study." Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/80114b9e620e684062af9caef5045182bbff5cebb4236467f1edffd9c032948d/570294/Lomas_2018_Innovative_mathematics_curriculum_and_teacher_professional.pdf.
Full textЗубрович, А. Д. "Innovative methods as an important part of learning foreign languages." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7221.
Full textMadida, Minenhle S. "Innovative communication protocols for teaching in rural secondary schools." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1782.
Full textThe enhancement of the quality of education through the digitisation of the learning systems is a national priority in South Africa and beyond. Some academic institutions, both basic and higher level, have responded to this by adopting the use of ICT in their practice. However, the enormous digital divide between urban and rural areas has escalated with its negative effect on the schools. Most rural schools remain underdeveloped with a huge deficit in teaching and learning resources, while technological progressions continue at an unprecedented speed. These advancements in technology come with drastic changes in all spheres of life, particularly in the labour market. Thus, the need for preparing high school learners with relevant skills for the future, which mostly relies on ICT capabilities. This study, therefore, focuses on how the use of ICT in a rural classroom can help bring the learners to speed with the digital revolutions we are witnessing. The study adopts the Technology Acceptance Model as well as the Interactive Model to propose plausible solutions. The data were collected from 121 rural secondary school teachers in the King Cetshwayo District Municipality. The findings of the study revealed that the lack of ICT skills among teachers, and insufficient resources to support classroom experiences are key barriers to the effective use of innovative communication protocols, which include ICT in the rural classroom. This has policy implications for the department of higher education in terms of human resource development and the provision of appropriate logistics.
Davoudi, Sara. "Innovative Value Creation in Public Transport : Learning to Structure for Capability." Licentiate thesis, Karlstads universitet, Handelshögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-39091.
Full textPublic transport is one of the few public services with a mandate to attract users, and therefore, this thesis suggests that Swedish public transport organizations must understand how various services in multiple dimensions affect users’ preferences for public transport. With this understanding, public transport organizations can effectively and efficiently allocate resources and increase the appeal of future public transport. Such an approach requires not only a deep organizational knowledge of customer needs, but also a detailed knowledge of how the achievement of the various demands affects users and their value creation. This thesis further shows that organizational structures are based on political comprises rather then the needs to solve coordination challenges and facilitate customers’ value creation. It is here argued that the organizational structures and personal or impersonal information processing mechanisms in Swedish public transport influence the search for information and subsequent organizational learning influencing the RPTAs’ capabilities to include and understand public transport users’ needs. This thesis offers insight into how public organizations, such as Swedish public transport authorities, can make decisions in structural design to learn from customer perceptions and adapt organizational policy accordingly.
Bivalkevich, Elizaveta. "Innovative methods of learning foreign languages by students of educational institutes." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18214.
Full textJung, Yusun. "A Dialogic Action Perspective on Open Collective Inquiry in Online Forums." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1327699379.
Full textBissaker, Kerry Ann, and kerry bissaker@flinders edu au. "The processes and outcomes of professional learning in an innovative school: the construction of an explanatory model." Flinders University. Education, 2010. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20100309.162227.
Full textDaniels, Harry. "An enquiry into different forms of special school organization : pedagogic practice and pupil discriminations." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10006549/.
Full textScott, Denise. "New Communication Technologies, Organizational Culture, and the Creation of Innovative Learning Environments." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/319.
Full textUddin, Muhammad Fahim. "Enhanced Machine Learning Engine Engineering Using Innovative Blending, Tuning, and Feature Optimization." Thesis, University of Bridgeport, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427950.
Full textInvestigated into and motivated by Ensemble Machine Learning (ML) techniques, this thesis contributes to addressing performance, consistency, and integrity issues such as overfitting, underfitting, predictive errors, accuracy paradox, and poor generalization for the ML models. Ensemble ML methods have shown promising outcome when a single algorithm failed to approximate the true prediction function. Using meta-learning, a super learner is engineered by combining weak learners. Generally, several methods in Supervised Learning (SL) are evaluated to find the best fit to the underlying data and predictive analytics (i.e., “No Free Lunch” Theorem relevance). This thesis addresses three main challenges/problems, i) determining the optimum blend of algorithms/methods for enhanced SL ensemble models, ii) engineering the selection and grouping of features that aggregate to the highest possible predictive and non-redundant value in the training data set, and iii) addressing the performance integrity issues such as accuracy paradox. Therefore, an enhanced Machine Learning Engine Engineering (eMLEE) is inimitably constructed via built-in parallel processing and specially designed novel constructs for error and gain functions to optimally score the classifier elements for improved training experience and validation procedures. eMLEE, as based on stochastic thinking, is built on; i) one centralized unit as Logical Table unit (LT), ii) two explicit units as enhanced Algorithm Blend and Tuning ( eABT) and enhanced Feature Engineering and Selection (eFES ), and two implicit constructs as enhanced Weighted Performance Metric (eWPM) and enhanced Cross Validation and Split ( eCVS). Hence, it proposes an enhancement to the internals of the SL ensemble approaches.
Motivated by nature inspired metaheuristics algorithms (such as GA, PSO, ACO, etc.), feedback mechanisms are improved by introducing a specialized function as Learning from the Mistakes ( LFM) to mimic the human learning experience. LFM has shown significant improvement towards refining the predictive accuracy on the testing data by utilizing the computational processing of wrong predictions to increase the weighting scoring of the weak classifiers and features. LFM further ensures the training layer experiences maximum mistakes (i.e., errors) for optimum tuning. With this designed in the engine, stochastic modeling/thinking is implicitly implemented.
Motivated by OOP paradigm in the high-level programming, eMLEE provides interface infrastructure using LT objects for the main units (i.e., Unit A and Unit B) to use the functions on demand during the classifier learning process. This approach also assists the utilization of eMLEE API by the outer real-world usage for predictive modeling to further customize the classifier learning process and tuning elements trade-off, subject to the data type and end model in goal.
Motivated by higher dimensional processing and Analysis (i.e. , 3D) for improved analytics and learning mechanics, eMLEE incorporates 3D Modeling of fitness metrics such as x for overfit, y for underfit, and z for optimum fit, and then creates logical cubes using LT handles to locate the optimum space during ensemble process. This approach ensures the fine tuning of ensemble learning process with improved accuracy metric.
To support the built and implementation of the proposed scheme, mathematical models (i.e., Definitions, Lemmas, Rules, and Procedures) along with the governing algorithms’ definitions (and pseudo-code), and necessary illustrations (to assist in elaborating the concepts) are provided. Diverse sets of data are used to improve the generalization of the engine and tune the underlying constructs during development-testing phases. To show the practicality and stability of the proposed scheme, several results are presented with a comprehensive analysis of the outcomes for the metrics (i.e., via integrity, corroboration, and quantification) of the engine. Two approaches are followed to corroborate the engine, i) testing inner layers (i.e., internal constructs) of the engine (i.e., Unit-A, Unit-B, and C-Unit) to stabilize and test the fundamentals, and ii) testing outer layer (i.e., engine as a black box ) for standard measuring metrics for the real-world endorsement. Comparison with various existing techniques in the state of the art are also reported. In conclusion of the extensive literature review, research undertaken, investigative approach, engine construction and tuning, validation approach, experimental study, and results visualization, the eMLEE is found to be outperforming the existing techniques most of the time, in terms of the classifier learning, generalization, metrics trade-off, optimum-fitness, feature engineering, and validation.
Li, Danli. "Scaffolding and its impact on learning grammatical forms in tertiary Chinese EFL classrooms." HKBU Institutional Repository, 2008. http://repository.hkbu.edu.hk/etd_ra/870.
Full textKenqa, Bandile. "Knowledge management as a tool to enhance innovative thinking in an organisation." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/11026.
Full textChaniadi, Frengky. "Innovative management of management innovation (IMMI)." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/innovative-management-of-management-innovation-immi(378a8b7d-597e-496f-bd49-99a6d09e3542).html.
Full textRyder, Katherine Ann. "Alternate forms of knowledge in polysubstance use subgroups /." Oklahoma City : [s.n.], 1999. http://library.ouhsc.edu/epub/theses/Ryder-Katherine-Ann.pdf.
Full textCohen, Shavit. "Creating Innovative Pedagogical Opportunities via “Treasure-HIT” : Mobile Treasure Hunt Games Generator." Thesis, Linnéuniversitetet, Institutionen för medieteknik (ME), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45162.
Full textAxiaq, Joseph. "Sixth forms in Malta : a critical exploration of students' perceptions of the learning system vis-à-vis lifelong learning." Thesis, University of Sheffield, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414624.
Full textSchneller, Andrew Jon. "Experiential Environmental Learning: A Case Study of Innovative Pedagogy in Baja Sur, Mexico." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194667.
Full textGuergachi, Abdelaziz. "Uncertainty management in the activated sludge process, innovative applications of computational learning theory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0016/NQ58278.pdf.
Full textHaji, Harun Akbar Hakim, and Jean Ping-Hoon Koh. "Enhancing studentsâ learning and research with NTU libraryâ s innovative information literacy programmes." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106213.
Full textThe Nanyang Technological University (NTU) Library has been pioneering and initiating bibliographic instruction and information literacy programmes since the inception of the university as a technological institute back in 1981. The evolving academic and research landscape since then, coupled with technological advancements in the provision of information resources and services, has provided the impetus for NTU Library to develop a structured information literacy programme with the aim of enhancing studentsâ learning and research. The objectives of the programme developed are clearly stated and closely aligned to the universityâ s as well as the libraryâ s mission statements. This paper provides a historical perspective and traces the development of this programme over the years. A model of the programme as it is currently offered to students is presented. Discussion will focus on a number of aspects: information literacy standards consulted, identification of studentsâ learning outcomes, a spectrum of delivery mode and methodology, evolving and expanding content development, as well as, formative and summative feedback. The paper also looks at the enablers of the programme, which include librarians, library management, faculty members, schoolsâ administrative units, external instructors and trainers, and technology. The paper concludes with a look at the future of the libraryâ s information literacy programme beyond 2006 and will address crucial issues which impact upon the implementation and running of the programme across all schools in the university. Issues like profiling of students, matching programme type and delivery mode with these profiles, leveraging on emerging technologies as learning tools and integrating studentsâ assessments can be further researched. A deep insight and understanding of these issues will in return stimulate further the development by the library of a more innovative and creative information literacy programme for the university.
Morgan, Lesleyann. "Captivated by learning : the study of an innovative organizational strategy for professional development." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288871.
Full textButhelezi, Noluthando Loveness. "Innovative Facilitating of Learning to Foster Holistic Professionals in the Oral Hygiene Profession." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80494.
Full textDissertation (MEd)--University of Pretoria 2020.
pt2021
Humanities Education
MEd
Unrestricted
Lowery, Andrea. "A Study Investigating the Experience of Teachers’ Innovative Adaptation of Teaching and Learning." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3976.
Full textHeras, López María. "Towards new forms of learning. Exploring the potential of participatory theatre in sustainability science." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/329007.
Full textIn face of the challenges posed by global socio-environmental change, participatory sustainability science emerges as a strategic scientific approach linking multiple sources of knowledge with action in specific contexts to foster transitions towards sustainability. Its transformative and learning potential provides methodological opportunities for the generation of actionable knowledge, the incorporation of multiple perspectives, also from outside academia, and the integration of different values and political interests. Within this context, this doctoral dissertation presents a compilation of three research articles that address the development of novel participatory methods integrating the Arts, and more specifically, participatory theatre, to facilitate engaging, open and creative learning spaces in specific contexts of sustainability action. The Arts are well-known for their potential to transform people’s consciousness by refining the senses, expanding collective imagination and establishing meaningful and emotional connections between people and their environment. Faced with the necessity of integrative tools and methods to deal with social-ecological systems’ complexity, the Arts can provide insightful explorative means and combine different system’s languages, connecting us to intuitive thinking and emotional and experiential insight. With these assumptions in mind, the first article reviews and assesses the potential of innovative theatre-based participatory tools and methods aimed at supporting sustainability learning and agent transformations. Such review includes experiences applying theatre-based methodologies in the academic and sustainability fields and introduces the notion of performative methods as an integrative research and learning approach. Five potential functions of performative methods were identified and a general framework provided to assess to what extent these new approaches can be of relevance in participatory sustainability science and learning. The second article grounds the discussion and explores the use of drama as a participatory method in Community-based Natural Resource Management, through an empirical experience in an indigenous community in Michoacán, Mexico. An interactive theatrical play was created with the aim of introducing the views of young people on community forest management into community dialogue. By doing so, such action research helped open up non-conventional, aesthetically rich spaces for new ways of social interaction, diversity recognition and empathic dialogues. Finally, the third article expands the discussion by illustrating a concrete empirical application of performative methods in the field of futures thinking in education. Such research explored the potential and the limitations of a theatrical prospective exercise - performative scenarios, oriented towards supporting a learning process with young people in a Man and Biosphere Reserve in Chiapas, Mexico. Altogether, the papers in this dissertation provide both fresh theoretical reflections and empirical insights into the emerging field of Arts-based practices within sustainability science, learning and practice. By providing an analytical framework assessing the potential role of performative methods, and by giving concrete examples on how these methods can be used in practice, this dissertation has proven the suitability of such novel Arts-based practices, and in particular theatrical performance, to contribute in a transformative way, to the field of sustainability.
Ellis, Jim. "The design, use and effectiveness of different forms of content in e-learning tutorials." Thesis, Open University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539459.
Full textDavis, Sabrina. "The role of the NMDA receptor in the hippocampus in certain forms of learning." Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/26433.
Full textKim, Wooyoung. "Innovative Algorithms and Evaluation Methods for Biological Motif Finding." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cs_diss/63.
Full textМахович, І. А., and А. І. Миколайчук. "Застосування мобільних технологій та онлайн сервісу Google Forms у процесі вивчення англійської мови професійного спрямування." Thesis, Національний університет "Чернігівський колегіум" імені Т. Г. Шевченка, 2019. https://er.knutd.edu.ua/handle/123456789/18958.
Full textAchouri, Djamila. "Formes pharmaceutiques innovantes destinées à une administration oculaire." Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM5501.
Full textIn the context of the keratoconus treatment, a formulation containing riboflavin a water-soluble drug, two surfactants (poloxamer 407 and mono acyl glycerol) and water was optimized and prepared by emulsification and a homogenization process. A fractional factorial design was applied to estimate the main effects and interaction effects of five parameters on two relevant responses, namely particle size and encapsulation efficiency. The five parameters studied were the temperature of the two phases, the duration of emulsification, the presence of heating during homogenization, the number of passes and pressure. It has been shown that the most influent parameters are the presence of heating during the homogenization and the pressure that led to the production of nanoparticles with an average size of 145 nm and an average encapsulation efficiency of 46 %. The determination of the optimal parameters of the process led to an optimization of the formulation by using experimental design. The combined influence of three factor variables (or components) of the formulation that are water, monoolein and poloxamer 407 were, studied. In this way, twelve formulas describing the design space were prepared. Results obtained using SAXS and cryo-TEM evidenced the presence of nano-objects with either sponge or hexagonal inverted structure. In the zone of interest, the percentage of each component was determined to obtain both high encapsulation efficiency and small size of particles. Two formulations are very close in the ternary phase diagram, and have responded to these requirements
Braun, I., R. Hess, and A. Schill. "Innovative Telearbeitsformen in klein- und mittelständischen Unternehmen." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-208567.
Full textCortellazzo, Laura. "Emerging perspectives on behavioral competencies: an innovative measurement model, learning antecedents, and employability outcomes." Doctoral thesis, Universitat Ramon Llull, 2018. http://hdl.handle.net/10803/665048.
Full text¿Qué hace que las personas sean eficaces en el trabajo? En las ultimas décadas, comparaciones entre el desempeño superior y el promedio muestran que las personas con mayor desempeño en el trabajo son aquellas que manifiestan competencias comportamentales, las cuales estan relacionadas con el comportamiento emocional y social. Con la integración de teorías de diferentes campos, esta tesis contribuye al actual debate sobre competencias comportamentales facilitando una mejor comprensión de sus antecedentes, resultados y mediciones. La demanda persistente en el mercado de trabajo de profesionales con habilidades comportamentales más altas subraya la necesidad de profundizar en la investigación y averiguar, a parte de la formación protocolar, qué más puede ayudar al desarrollo de dichas competencias. A partir de la teoria de aprendizaje experimental, el primer estudio, basado en una muestra de estudiantes licenciados, revela que una serie de actividades extracurriculates propias de la vida real parecen predecir diferentes clústers de competencias comporamentales. El segundo estudio evalua el impacto que las comptencias comportamentales tienen sobre la forma en que los estudiantes licenciados encaran su carrera profesional y como ello afecta a su empleabilidad. El tercer estudio tiene como objecto medir con eficacia competencias comportamentales con finalidades evaluativas y de desarrollo personal. En dicho estudio se desarrolla un instrumento de medida con la intención de poner al día, ampliar y superar algunas limitaciones propias de las escalas existentes. Basado en una revisión de la literatura y investigaciones empíricas adicionales, se propone un nuevo y exhaustivo marco competencial, y se desarrollan y validan las correspondientes escalas de medida. Dicha investigación ofrece un novedoso modelo de medida para competencias comportamentales y muestra la importancia de su desarrollo ya a una edad temprana de la vida con tal de ayudar a los estudientes a aventurarse con éxito al mercado laboral.
What makes people effective at work? In recent decades systematic comparisons between best and average performers showed that people who perform best in their job are the ones who manifest behavioral competencies, which are the ones related to emotional and social behaviors. Through the integration of theories from different fields, this thesis contributes to the current debate on behavioral competencies by providing a better understanding of their antecedents, outcomes and measurement. The persistent demand in the job market for professionals with higher behavioral competencies, underlines the need for further research to understand, besides formal training, what else may enhance behavioral competencies. Drawing on experiential learning theory, the first study, based on a sample of graduates, reveals that a range of real life extracurricular activities seem to predict different clusters of behavioral competencies. The second study assesses the impact of behavioral competencies on the way graduates approach their career and the effect that this approach has on employability. Results indicate that behavioral competencies are critical not only for professionals to succeed in their careers, but also for students to better orient themselves in the career path and increase their employability. The third study aims at effectively measure behavioral competencies for both developmental and evaluation purposes. It develops a measurement instrument intended to update, enlarge and overcome the limits of existing scales. Based on literature review and additional empirical investigation, a new comprehensive competency framework is proposed and the related scales are developed and validated. This body of research offers an innovative measurement model for behavioral competencies and shows the importance of their development at an early stage in life to successfully guide students in their venture into the job market.
Cosa rende le persone efficaci nel loro lavoro? Negli ultimi anni una comparazione sistematica tra i performer migliori e quelli nella media ha evidenziato che le persone con le migliori prestazioni sono quelle che dimostrano competenze trasversali, ovvero competenze legate a comportamenti di comprensione e gestione di emozioni e relazioni. Attraverso l’integrazione di teorie provenienti da diversi ambiti scientifici, questa tesi contribuisce all’attuale dibattito sulle competenze trasversali attraverso l’approfondimento di fattori che facilitano lo sviluppo di queste competenze, una miglior comprensione dei loro effetti e delle loro modalità di misurazione. La persistente discrepanza in termini di competenze trasversali tra domanda e offerta nel mondo del lavoro sottolinea la necessità di indagare maggiormente i fattori che possono contribuire allo sviluppo di queste competenze. Basandosi sulla teoria dell’apprendimento esperienziale, il primo studio condotto su un campione di studenti universitari, fa luce sull’impatto di una serie di attività extracurriculari su diverse tipologie di competenze trasversali. Il secondo studio valuta l’influenza delle competenze trasversali sul modo in cui i neolaureati orientano la propria carriera e le relative conseguenze in termini di employability. I risultati ottenuti indicano che le competenze trasversali risultano critiche non solo per il successo nella carriera di professionisti, come precedentemente enfatizzato dalla letteratura, ma anche per un efficace orientamento alla carriera degli studenti e una conseguente maggiore occupabilità. Il terzo studio propone un efficace strumento di misurazione delle competenze trasversali, volto ad aggiornare, ampliare e a superare i limiti dei modelli esistenti. Basandosi sull’analisi della letteratura e su un’addizionale ricerca empirica, lo studio propone un nuovo modello di competenze trasversali e presenta lo sviluppo e la validazione delle relative scale. Questa ricerca fornisce un modello innovativo di misurazione delle competenze trasversali e mostra l’importanza del loro sviluppo sin dalle prime fasi per guidare con successo gli studenti verso la loro avventura nel mondo del lavoro.
Клименко, Оксана Іванівна. "Application of innovative methods and technology in learning foreign languages for the new generation." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13069.
Full textEnoksson, Fredrik. "Flexible Authoring of Metadata for Learning : Assembling forms from a declarative data and view model." Licentiate thesis, KTH, Medieteknik och grafisk produktion, Media, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-32818.
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Pelliccione, Lina. "Implementing Innovative Technology: Towards the Transformation of a University." Curtin University of Technology, Faculty of Education, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12414.
Full textIt appears that the critical mass stage for integrating ICT into teaching and learning has been reached by the teaching staff involved in the Curtin survey sample. The most common teaching mode adopted by the survey sample is the traditional lecture and tutorial (workshop or laboratory) mode. However, the data revealed that over the 16 month period of the study there was a large increase in the use of Web-based material for teaching and learning. The data revealed that a number of factors emerged which affected the adoption of ICT. These factors included: leadership across the university, attitude toward the use of ICT; the perceived benefits of adopting ICT in teaching and learning; incentives, modeling mechanisms, the provision of adequate support structures; the time factor; training; facilities and resources. The reflective monitoring system utilised in this study (the TracIT reports) revealed the changes in ICT behaviour and the changes in the ICT environment, as well as the source of initiation of the change. It appears that most of the 'real changes' which occurred in the teaching practice of the case study sample were individually driven, with some others being influenced by their own Department/School or by student pressure. The study also found that the adoption of ICT into the working environment of a university teacher significantly increases the workload of individual staff. The existence of transformational leadership across all levels of the University was identified as a major factor in the promotion and adoption of ICT and ultimately the development of a truly professional learning community.
From the extensive data collected in this longitudinal study an empirical model or framework, the "Curtin University Professional Learning Community Model", was introduced. Many of the teaching staff at Curtin University involved in this particular study have clearly demonstrated their commitment to the adoption of ICT for teaching and learning. The detailed case study data has also revealed that many of the teaching staff possess professional attributes which would be admired and valued in any university. Universities are facing the challenge of identifying what role ICT will play in the future of higher education and how to implement the appropriate strategies which will meet these needs. This study has found that the key to meeting the challenge seems to be to harness strategies that lead to the development of a professional learning community. The Curtin University Professional Learning Community Model has identified the key elements which need to be in place if the use of ICT for teaching and learning is to be not only adopted, but sustained and more importantly, effective in the teaching and learning process. This study has clearly revealed that it is only through the synergy of university commitment and individual commitment that real change can actually take place, the change in this case being the adoption of ICT in teaching and learning practices. The strategies suggested by the empirically derived model can begin this journey to a truly professional learning community.
Nguyen, Thi Bich Ngoc. "Content and language integrated learning in Vietnam : evolution of students' and teachers' perceptions in an innovative foreign language learning system." Thesis, Toulouse 3, 2019. http://www.theses.fr/2019TOU30086.
Full textThe present research examines Content and Language Integrated Learning (CLIL), an innovative language learning system in Vietnam launched by the Vietnamese Ministry of Education and Training in 2008. This exploratory, qualitative investigation was first centred on the perceptions of high school students, obtained through two questionnaires. The first one was administered at the outset of the CLIL implementation, with a view to identifying their perceptions about and motivations for English in general, English as a Foreign Language and CLIL. A second questionnaire was administered after a year and a half of CLIL practice to evaluate potential motivational changes. At the same time, the content teachers of the project who taught their speciality in English were interviewed. Data processing made it possible to cross-check students' and teachers' perceptions of CLIL, its assets and its drawbacks. The results point out the discrepancy which exists between the perceived didactic potentialities of CLIL and the many concrete impediments that hamper their full realization. In the wake of this survey, some recommendations are made to improve CLIL implementation in Vietnam, particularly with regard to the content teachers' training in the foreign language