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Schmid, Felix. "A practice based learning environment for engineering students : acquiring competencies for working on advanced manufacturing engineering." Thesis, Brunel University, 1995. http://bura.brunel.ac.uk/handle/2438/5412.
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In this thesis the author describes the design and operation of a learning environment aimed at imparting technical, technological and managerial knowledge, developing understanding of the underlying issues and enhancing team work skills for an advanced technology future. He offers an analysis of learning, education and training and compares group work with individual tasks, presents a major case study and illustrates the features which distinguish the approach from role play, simulation and experiential learning. When staff at Brunel University were faced with the problem of teaching Computer Integrated Manufacturing (CIM) to engineering students on thin sandwich type undergraduate degree programmes the writer suggested the use of an approach he would later describe as 'practice based learning' or 'real life simulation'. The fourth year course in CIM is designed as a double option for the complementary undergraduate courses, Brunel Manufacturing Engineering (BME) and Special Engineering Programmes (SEP). It is an extension of the Manufacturing Design and Practice course in years one to three of the BME course and of the Design strand on SEP, both of which restrict students' work to the use of individual machine tools and stand alone computing facilities. A wide range of teaching methods is used on the CIM course, including lectures by course staff, presentations by experts and, as the major element, a large group project involving all the students on the course, organised in a management matrix, coordinated by the students and supported by the staff acting as experts. The students also undertake assignment work alongside the technical tasks, to focus their thinking and to improve written communication skills. While the course described cannot replace more than a small proportion of the more conventional lecture, laboratory and tutorial teaching on an engineering programme, it provides a setting where students can experiment and learn about their own strengths and weaknesses in a realistic situation and in the context of teamwork. It also offers a space where they can make quite serious mistakes without direct consequences to their careers. The experience of seven years leads the author to believe that advanced manufacturing technologies and the associated management techniques should be taught in a project based environment with clear and real targets and realistic constraints, offering students challenges to which they can only rise through close and creative team work. The management of task execution must be left largely in the students' own hands. A high level of "consultant" type support is essential though, allied to an assessment scheme which promises and ensures fair treatment of the individual. The different parts of the thesis will be relevant to readers depending on their interest and background. Chapter 1 sets the scene and outlines the approach taken. Following this broad outline of the scope of the dissertation the author places Computer Integrated Manufacturing in a wider context in chapter 2, by providing an introduction to the underlying issues of computer integration and human factors. He puts forward a case for new approaches to the education and training of engineers and managers who will be working in Computer Integrated Manufacturing and Advanced Manufacturing Environments in general. Chapter 3 is devoted to the management of projects while chapter 4 is used to question the role of the engineer. Chapters 5 and 6 provide an introduction to theories of knowledge, teaching, learning and motivation. Chapters 7 and 8 are devoted to particular aspects of engineering education, while chapter 9 reviews the approach used at Brunel University. The topical issues of competence and its relevance to engineering education is discussed in chapter 10, leading into chapters 11 and 12 which deal with aspects of the CIM course. Chapters 13 and 14 are devoted to case-studies and particular tools. The key question of assessment of a practice oriented and team based course is addressed in chapter 15, followed by an evaluation of the CIM process and its application to engineering education of a full time nature which is included in chapters 17 and 18.
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Turk, Deborah, and n/a. "Improving the process? A study of learner autonomy, interaction & technology-enhanced language-learning environments." University of Canberra. Languages & International Education, 2005. http://erl.canberra.edu.au./public/adt-AUC20060809.131915.
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Is it possible for technological �spaces� to be created that can provide a community
atmosphere � one in which learners are not restrained by pre-determined syllabi and have the
ability to direct their learning according to their own interests, pace and goals? If so, it would
be notable to discover which kinds of interactions might be possible, or might eventuate, and
how the participants in such a learning �space� would organize themselves. Also of interest
would be the kinds of power structures that emerged through participant interaction, the
direction/interactions undertaken by the participants and the improvements that could be made
in order to respect and accommodate the differences between learners in a social online
learning space.
In order to further study this hypothesised need to investigate these questions, this researcher
developed an online, English as a Second/Foreign Language learning environment for
advanced adult learners of English. She reviewed the appropriate literature in order to theorise
how to commence this research direction and investigated various learning platforms and
software tools. The result was the development of a multiplatform environment which
consisted of a content management system and a 3D microworld. Tools, exercises and content
were developed and/or gathered as starting points for learners and the various software had to
be learnt in order to orient others on their use. Finally, the environment was trialed over a four
week duration with a group of advanced to native speakers of English (volunteers) and the
results have been presented in this thesis for discussion.
The trial, entitled the ILE Project, attempted to study the problems involved in the technical
development of such spaces, to observe the interactions between the learners in a 3D
microworld and uncover issues relating to its implementation. Some issues raised by the
project concerned techno-literacy, personality-driven interaction differences and
organizational power shifts within the 3D community. This thesis closes with an argument
that redefines the notion of the learner autonomy, proposes certain modifications to both the
pedagogic and technical structure of the online environment and discusses the issues raised in
this research. The latter discussion would require further re-conceptualization of the spaces,
stakes and support structures that educators can create/provide in an attempt to improve online
language learning.
3
Mink, Deborah V. "Evaluation of a K-5 mathematics program which integrates children's literature: classroom environment and attitudes." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13566.
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This thesis describes a one-year study of 120 fifth grade students whose teachers participated in a program entitled Project SMILE (Science and Mathematics Integrated with Literary Experiences). The purpose of the study was to investigate the extent to which the classroom implementation of Project SMILE positively influenced the classroom environment and student attitudes toward reading, writing and mathematics. This was accomplished by, first, facilitating a series of five professional development workshops with the teachers and, subsequently, asking these teachers to use the strategies with their students. Because Project CRISS (CReating Independence through Student-owned Strategies), the foundation of SMILE, had already proven to be successful nationwide for secondary students, this study focused on elementary (K-5) school students and their teachers. My evaluation of this unique program, that integrates children's literature and mathematics, focused on student attitudes and the nature of the classroom learning environment. My research represents one of the relatively few studies that have employed learning environment dimensions with students in the elementary school mathematics classroom as criteria of effectiveness in the evaluation of educational innovations. The My Class Inventory (MCI) and an adaptation of the 1988 NAEP (National Assessment of Educational Progress) Attitude Survey were administered to a sample of 120 Grade 5 students as measures of students' perceptions of the classroom learning environment and their attitudes. Qualitative data were composed of student and teacher interviews, classroom observations and work samples. Methodologically, my study supports previous research that successfully combined qualitative and quantitative methods of data collection.The learning environment and attitude scales exhibited satisfactory internal consistency reliability and discriminant validity; additionally, the actual form of most learning environment scales was capable of differentiating between the perceptions of students in different classrooms. The implementation of SMILE was found to have a positive impact on the students and classes of the teachers who participated in the inservice program. In particular, students' attitudes to mathematics and reading improved, and there was congruence between students' actual and preferred classroom environment on the scales of satisfaction and difficulty. Therefore, others can implement SMILE with confidence. As well, prior research was replicated in that students' satisfaction was greater in classrooms with a more positive learning environment, especially in terms of student cohesiveness.
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Brown, Alan William. "A view mechanism for an integrated project support environment." Thesis, University of Newcastle Upon Tyne, 1988. http://hdl.handle.net/10443/2067.
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In the last few years the rapidly expanding application of computer technology has brought the problems of software production increasingly to the fore, and it is widely accepted that current software development techniques are unable to produce high quality software at the rate required to keep pace with this. To try to improve this imbalance, the fte1d of Software Engineering has been advanced as a possible solution, attempting to apply the formal methods of an engineering discipline to software design and implementation. One of the most promising areas to be developed in this fte1d is that of Integrated Project Support Environments (IPSE's), which attempt to spread the focus of attention during software development from the coding stage to embrace the whole development cycle, from initial requirements speciftcation through to operational maintenance. These environments hope to improve prodUction efficiency and quality by providing a complete set of support tools to help with each stage of software development, and to supply the necessary tool integration to ensure a smooth transition of use between these tools. This thesis examines the services provided as part of an IPSE which allow users and tools to interact in a meaningful way throughout the life of a project. In particular, a view mechanism is seen as a vital component of these services allowing indiVidual external views of the facilities to be deftned which suit different users' needs. A model of a view mechanism for an IPSE is developed, and within a particular implementation of an IPSE, a view mechanism is formally deftned and implemented. Finally, the view mechanism is analysed and discussed before concluding with some directions for future research.
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Jackson, A. R. "Abstract data types and the integrated project support environment database." Thesis, University of York, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382958.
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Jahnigen, Charles J. "The integrated environment an updated approach to the montessori learning environment /." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1147898930.
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Thesis (Master of Architecture)--University of Cincinnati, 2006.Title from electronic thesis title page (viewed July 24, 2006). Includes abstract. Keywords: Montessori Architecture; Sustainable Architecture; High Performance Schools; High Performance Facilities; Educational Architecture. Includes bibliographical references.
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JAHNIGEN, CHARLES J. "THE INTEGRATED ENVIRONMENT: AN UPDATED APPROACH TO THE MONTESSORI LEARNING ENVIRONMENT." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1147898930.
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Sperlich, Juntana Ginda. "Designing a brain-based learning environment." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3216.
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The purpose of this project was to develop a teacher friendly guide that would help teachers not only apply brain-based strategies in the classroom, but also to see results from transforming their classrooms into brain-based learning environments.
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Lourenço, Fábio André Ferreira Borges. "Integrated learning and development environment for mobile applications." Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/16946.
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Mestrado em Engenharia Electrónica e TelecomunicaçõesEsta dissertação contribuiu para o desenvolvimento de uma ferramenta didática estruturada que integrasse informação de qualidade já existente sobre Sistemas de Informação Web, proveniente de fontes devidamente credenciadas, disponibilizando-a ao público-alvo (alunos de engenharia fora da área das tecnologias da informação e comunicação), indicando e ajudando a encontrar o melhor caminho a seguir nessa aprendizagem. A ferramenta didática encontra-se atualmente em três formatos diferentes – Website que utiliza um software de Sistema de Gestão de Conteúdos, aplicação móvel Android e documento de texto – tentando assim abranger o maior número de indivíduos dentro do público-alvo. A ferramenta didática encontra-se orientada para a autoaprendizagem devidamente estruturada. Aborda os fundamentos teóricos principais sobre os Sistemas de Informação Web: conceitos, definições, arquitetura e as suas camadas, componentes de construção (bases de dados, Web Services, interface com o utilizador nos formatos de aplicação móvel Android e Website). Disponibiliza receitas para casos de uso prático que são expansíveis a diversas áreas, como, por exemplo, o desenvolvimento de um sistema que faz uso de um servidor LAMP, no qual existem serviços RESTful que fornecem a informação presente numa base de dados para ser acedida numa aplicação móvel Android. A ferramenta não se encontra ainda testada e validada na comunidade estudantil, mas as primeiras impressões são muito promissoras.
This dissertation has contributed to develop a structured didactic tool that integrates existing quality information on Web Information Systems, from properly accredited sources, making it available to the target audience (engineering students outside the area of information and communication technologies), indicating and helping them to find the best course of action in this learning process. The didactic tool can be currently found in three different formats – Website that uses a Content Management System software, Android mobile application and text document – thus attempting to reach the largest number of individuals within the target audience. The didactic tool is oriented to properly structured self-learning. It discusses the main theoretical foundations on Web Information Systems: concepts, definitions, architecture and its layers, building components (databases, Web Services, user interface in Android mobile application and Website formats). Provides recipes for cases of practical use that are expandable to different areas, for example, the development of a system that makes use of a LAMP server, in which there are RESTful services that provide the information stored in a database to be accessed in an Android mobile application. The tool has not been yet tested and validated in the student community, but first impressions are very promising.
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Peker, Ender. "Campus As An Integrated Learning Environment: Learning In Campus Open Spaces." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612496/index.pdf.
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Recent researches on campus learning environments present that there is a seeking for alternative learning spaces among students. Researches argue that more learning is taking place outside of class time than ever before. With an increased emphasis on collaboration and group projects, students are learning in small groups outside of the classrooms as they accomplish work related to their courses. Literature defines these experiences as &lsquoinformal learning&rsquo
. Therewithal, campus open spaces are one of the major areas where students prefer for their informal learning experiences. This thesis aims to search the influence of campus open space design on students&rsquo
learning experiences. Additionally, it argues that there is a strong relation between the learning and the space where learning action occurs. In doing this, it both covers a theoretical framework and a case study. Within the theoretical part, it discusses various learning theories with respect to the prominent principles for each theory. It reveals learning space design indicators which affects learning both in indoor and outdoor learning environments. In the case study, with the analysis of different sample areas from METU campus, the study both investigates the learning experiences actualized on campus open spaces and the triggering design indicators which enhance these experiences.
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Fuller, Mary A. "Transfer of Learning in a K-8 STEM Academy Project Based Learning (PBL) Environment." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011851/.
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The multiple case study investigated levels and types of transfer observed in a K-8 STEM (science, technology, engineering, math) academy in a project-based learning (PBL) environment. The academy was constructed two years prior to the study and conducive to PBL instruction. The students and teachers were in the second year of using PBL in the subject of science at the time of the study. The grade levels observed were second, fourth, and sixth grade and each grade level had three PBL units examined from the beginning to the end of the unit. The nine case studies, from the three different grade levels, were observed to identify Haskell's levels and types of transfer as determined by project requirements, observation of students, completed projects, and student interviews. The findings from this study showed that while projects moved the students beyond knowledge acquisition to application of knowledge in completed projects such as books, films, dances, etc., higher levels of transfer and more types of transfer were not evident. Therefore, based on the results of this study, the evidence of lower levels of transfer suggests that the PBL units, though inventive and potentially valuable to student learning, were not designed for higher levels of transfer.
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Andreou, Andreas M. "Teacher Professional Development in an online Learning Environment : An Action Research Project." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504767.
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Various reports from the European Union and UNESCO consider teacher professional development (TPD) as the first priority in educational reform plans. The same reports emphasise the inadequacies of current teacher professional development programmes to meet the immediate demands of the lifelong learning policies and educational reforms. The case of Cyprus reflects the European and global situation in that matter. This study explores an alternative way for ongoing teacher professional development through the power and flexibility of the Internet. It situates teacher professional development within a constructivist framework underpinned by adult learning theories and aided by the literature on teacher professional development. It applies this framework to the development and delivery of an online learning environment to primary school teachers in Cyprus. The general aim of this study is to delineate the factors that contribute to effective professional development and develop a more democratic teacher professional development programme by giving greater control to the teachers. Thirteen of my colleagues - in-service primary school teachers from Cyprus - voluntarily participated in an online learning environment for a period of two months. Results show that teachers are more responsive to voluntary participation in professional development programmes than compulsory participation. Teachers may assume an intrinsic motivational orientation to learning and their professional development when they have control and ownership of the process and context of learning as well as time and place flexibility. Problem solVing enhances teachers' participation, interaction and collaboration and helps to promote a sense of community. Socialisation between learners nourishes the learning process and enhances intimacy and social presence and strengthens the sense of community. Subsequently, learners are more responsive to cognitive engagement. Asynchronous CMC seems to be an effective medium in supporting both the cognitive and the social aspects of learning. Scaffolding, at least during the initial stages of the learning process, is essential for learners in order to assume self-direction in learning. Control over the content and the learning environment increases learners' engagement with the content. This study suggests that the power and fleXibility of the Internet, under certain conditions, can afford teachers an alternative learning experience in which they can assume control of their professional development in collaboration with their peers in online learning communities.
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Al, Ahbabi M. S. M. "Process protocol for the implementation of integrated project delivery in the UAE : a client perspective." Thesis, University of Salford, 2014. http://usir.salford.ac.uk/31870/.
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The design, construction and commissioning of construction projects have been repeatedly mentioned as fragmented and inefficient. Much of the waste that is generated throughout the lifecycle of a building is mainly related to project stakeholders not having access to information that others have created. Most recently, there has been a focus on creating and reusing digital project information, throughout the lifecycle, to facilitate the exchange of information, which includes Building Information Modeling (BIM) and Integrated Project Delivery (IPD). The “low hanging fruit” advantage of BIM models is based on the production of coordinated and clash- free designs along which provide the ability to visualise building information in 3D. However, greater benefits can be achieved if organisations embrace BIM development into their work practices that can lead to higher levels of collaboration between project stakeholders. This can only be achieved through client-led initiatives, supported by clear and effective management tools, to manage change throughout the design and construction process. The aim of this research is to develop a process protocol for the successful implementation of IPD in client organisations using BIM as the main vehicle to control and manage the integration process. The research focuses on the identification of high level processes and their inter-relationships, which could provide guidance to client organisations on how to implement and manage IPD effectively. Three multi-storey buildings, in the United Arab Emirates (UAE), were selected as case studies. The first case was used as an exploratory study to validate the suitability of the proposed process protocol for the UAE’s local experiences and conditions, which has suffered from long delays and high cost overrun. As a “control case”, the study aimed to discover and investigate the real reasons behind the delays, their causes and how they could have been addressed adequately if BIM and IPD had been adopted. Case studies two and three involved on-going projects that implemented BIM from the early stages of the design phases but with different level of collaboration among the project stakeholders and were selected to ensure that the proposed process protocol is effective and can be implemented at different levels of collaboration, particularly in competitive tendering environments. Questionnaires were developed and semi-structured interviews were conducted with the client’s representatives, consultants and contractors focused on validating the various components of the process protocol throughout a project’s lifecycle. The study shows that there is a lack of collaborative environment between various project stakeholders. Although the use of BIM has proven to be an effective tool, the success of collaboration can only be achieved with strong client leadership, trust and shared risk and rewards. However, local culture and contractual frameworks were found to be a major hurdle in achieving this aim. Client’s Legal Department can create and approve new type of contracts with the assistance of specially created BIM Office and Project Department. Client can take the driving seat by setting up a client committee to continuously review and monitor the project progress and to ensure that the proposed client’s requirements, plans and BIM strategy are accommodated in the project brief. With the presence of BIM, identifying BIM capabilities at early stage of the project are very important where the existence BIM management services were found to add a significant value to the successful implementation of BIM/IPD. Based on the University of Salford’s process protocol, this research produced a seven-phase process protocol, starting from strategy setting to operation (FM), to help client organisations to successfully adopt BIM/IPD. The process protocol is found to be the easiest tool, among others, to communicate the various roles and responsibilities to project stakeholders and ensures a strong client leadership is exercised throughout the design and construction process.
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Hameed, Faisal. "Integrated Life Cycle Analysis Approach (ILCA2) for Transportation Project and Program Development." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/20382.
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Ensuring sustainability is important for balancing economic viability, the environment and the social system. Because transportation infrastructure projects have direct and indirect impacts associated with this balance, it is important for transportation agencies to consider sustainability and environmental impacts in transportation investment decision making. These decisions typically occur during the planning and programming phase. Life Cycle Assessment (LCA) is an accepted method for quantifying life cycle environmental impacts. Within the transportation sector, current LCA practices are primarily limited to roadway pavements and the determination of greenhouse gas (GHG) emissions or a carbon footprint. An urban roadway facility consists of several additional elements including sidewalks, street lights, traffic signals, lane striping and drainage which also have environmental impacts. In addition to the carbon footprint, roadway life cycle impacts include waste materials and storm water runoff. These life cycle impacts have associated costs.
Life Cycle Cost Analysis (LCCA) is a commonly used methodology which analyzes life cycle costs of projects. However, this methodology does not include costs associated with environmental impacts. When integrated with LCA, the quantification of life cycle environmental impacts and costs for an urban roadway that includes construction, resurfacing and reconstruction as well as impacts related with managing the facility provides important information for making decisions that support sustainability related to transportation infrastructure.
By establishing a reasonable life cycle time frame, representative elements, mostly homogeneous transportation facility types with representative cross sections, and accepted construction, maintenance and rehabilitation practices, a life cycle analysis approach which integrates LCA and LCCA is developed called Integrated Life Cycle Analysis Approach (ILCA2). Because decisions are made during the planning and programming stage, the approach is designed to use a standard cross section with standard materials for a transportation facility -- an urban roadway -- and three readily available project-specific inputs: length of roadway, number of travel lanes, and number of bicycle lanes. The methodology quantifies life cycle environmental impacts for carbon footprint of the materials in CO2 eq, quantity of wasted materials, quantity of storm water runoff and then estimates the costs associated with these impacts.
This research demonstrated the use of ILCA2 for a case study section of an urban roadway and for a sample transportation State Transportation Improvement Program (STIP). Using this approach to evaluate transportation projects provides several opportunities to enhance information used for decision making. Life cycle environmental impact costs can represent a quarter of the total integrated life cycle costs of a transportation program. The case studies showed that the initial costs represent approximately half of life cycle costs for a single project and nearly a twentieth for the sample STIP. Environmental impact costs were higher than direct operation costs, energy costs, and resurfacing costs of an urban roadway. Approximately 90% of material used in construction and rehabilitation of a roadway are removed in the rehabilitation and disposed of in landfills. This shows the potential for recovering, reclaiming, reusing and recycling these materials, potentially resulting in reduced life cycle environmental impacts. Storm water runoff over the life cycle from the roadway was also substantial and the associated cost represents a significant portion of life cycle costs. When used over the life cycle of a transportation program, Low Impact Development (LID) strategies for roadways can result in economic benefits with higher cost savings than traditional drainage practices.
When ILCA2 is applied to an individual project, decision makers have a better understanding of the expected costs and impacts associated with that project. Applying ILCA2 to a program enables decision makers to evaluate the larger impacts of the transportation investments as well as consideration of programmatic changes to practices that support sustainability.
Ph. D.
15
Zhen, Yongjian. "Improving students' math problem-solving skills in a computer-assisted learning environment." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1797.
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Cheng, Yin-yee Charles, and 鄭賢義. "The design of an integrated internet-based learning environment and its effects on students' learning approaches." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31245213.
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Price, Jamie H., Aimee Govett, Misty Davis, Robyn Ivester, Teresa Howard, and Lisa Messimer. "PBL Meets PBL: Project-Based Learning Meets Planet-Based Learning." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6025.
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Project-based learning (PBL) is centred on a challenging, yet meaningful, driving question and culminates in a product that students create or do to showcase their learning to a public audience. Other essential elements of a true PBL experience include: sustained inquiry, authentic tasks, opportunities for students to make decisions about their culminating product, reflection, critique, and revision (Hallermann, Larmer, & Mergendoller, 2011). A well-designed PBL combines curriculum and instructional activities to cultivate 21st century skills in students to prepare them for future success in the workforce. Two teams of Year five teachers designed a week-long PBL unit for students organised around the characteristics of the planets, which integrated science, mathematics, and English. The teachers implemented the PBL with six classes of Year five students, documenting their thoughts on planning and implementation to reflect upon the experience.
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Dullien, Starley Beatrix. "Constructivism for the English-as-a-second-language learning environment and professional development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2691.
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This project addresses the needs of the adult learner. The adult learner referred to in; this project comes from two distinguishable groups. One group of adult learners consists of the ESL students who attend adult school or community-based English programs. The other group of adult learners consists of the teachers within adult education ESL programs who themselves are students as they participate in professional development workshops.
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Nix, Rebekah Kincaid. "Virtual Field Trips: Using Information Technology to Create an Integrated Science Learning Environment." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12780.
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This study evaluated a new Integrated Science Learning Environment (ISLE) that bridged the gaps between the traditionally separate classroom, field trip, and information technology milieus. The ISLE model involves a multi-faceted design to address the three basic forms of learning: acquisition of knowledge, change in emotions or feelings, and gain in physical or motor actions or performance. A holistic approach to teaching at the university level encompassed a step-wise, cumulative strategy that reinforced all scales of the Constructivist Learning Environment Survey (Personal Relevance, Uncertainty of Science, Shared Control, Critical Voice, and Student Negotiation) and minimised the potentially detrimental effects of information overload and non-linear processing. By addressing individuals and recognising limitations, the same conceptual and logistical frameworks were applied to teachers and to students uniformly in the classroom and in the field. This key factor of the ISLE program broadened all participants’ horizons and enabled them to see their role within the ‘big picture’. Thus, the common elements (knowledge) and basic components (understanding) in each realm became evident and the power of transfer for both content and concept was realised. A process approach to information technology provided a logical and meaningful mechanism for continuously scaling the program perspective from the classroom setting to the unique global environment of the World Wide Web. The final product of the ISLE program (virtual field trip) was constructed by linking the elements common to the supporting learning environments (university classroom, field trip, and information technology) at their basic levels: newness, massiveness, and appropriateness.A combination of qualitative methods and quantitative measures provided insight into the field trip milieu and evaluation of the near- and far-term effects of exposure to constructivist pedagogy answering the general question of whether changing teachers’ learning environments might affect a change in their respective students’ learning environments. Quantitative assessment through learning environment dimensions, attitude scales, and concept map analyses was supported by qualitative data derived from reflective field journals, interviews, and observations to investigate the impact of the emergent model. Data were collected from classroom teachers and their students to assess the impact of the ISLE program in terms of promoting a constructivist classroom learning environment, teachers’ attitudes toward information technology, and teachers’ conceptual development. School teacher and student subgroups were compared in terms of the teachers’ university/field trip program experience and content background. To this end, three new versions of the Constructivist Learning Environment Survey (CLES) were shown to be valid and useful in secondary schools and graduate university courses in Texas. Data from 1079 students in 59 classes in north Texas were subjected to principal components factor analysis confirmed the factor structure, internal consistency reliability, discriminant validity, and the ability to distinguish between different classes and groups for the comparative student form (CLES-CS). Descriptive statistics supported the usefulness of the comparative teacher (CLES-CT) and adult (CLES-A) forms. Administration of these versions of the same instrument was used to characterise the learning environment of the ISLE university/field trip program, as well as the public/private school classrooms.
Further analysis and interpretation of these data suggest that the ISLE program was effective in terms of the degree of implementation of constructivist teaching approaches in the teachers’ school classrooms as assessed by teachers’ perceptions of the learning environment of their current classroom environment relative to other classes taught by them previously and students’ perceptions of the learning environment of their classroom environment relative to classes taught by other teachers in their school classrooms. Additional data suggest that the ISLE program was effective in terms of teachers’ perceptions of the university/field trip learning environment; changes in teachers’ attitudes to information technology; and teachers’ conceptual development. When an ANOVA was used to compare students’ perceptions of THIS and OTHER classes, statistically significant differences were found for some CLES scales. In particular, students whose teachers had attended the ISLE program (THIS) perceived higher levels of Personal Relevance and Uncertainty of Science in their classrooms relative to the classrooms of other teachers in the same schools (OTHER). From a practical point of view, this study documents a new model for improving learning and understanding in the field of education, specifically science education. Participation in the ISLE program provided a tangible opportunity for teachers to gain organised knowledge to make practical changes in their school classrooms. From a research point of view, this study makes a unique contribution to the field of learning environments by evaluating a comprehensive professional development program that used information technology to initiate teacher change from the central perspective of the learning environment.
Development and validation of the CLES-CS contributes to a useful range of instruments for a variety of classroom contexts within the burgeoning field of learning environments research. The real world is where theory and practice come together and science becomes relevant, making sense that leads to understanding. The conceptual and logistical frameworks of the ISLE model seamlessly merged theory and practice with science and education through effective applications of information technology to create a rich learning environment. Virtual field trips, based on the ISLE model, can enable the principles of student-centred inquiry and constructivism to be practised for the benefit of all styles and ages of lifelong learners.
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Nix, Rebekah Kincaid. "Virtual field trips : using information technology to create an integrated science learning environment /." Full text available, 2002. http://adt.curtin.edu.au/theses/available/adt-WCU20030331.133750.
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Nijhuis, Johannes Fransiscus Hubertus. "Learning strategies, student's characteristics and their perceptions of the learning environment an integrated study among business students /." [Maastricht : Maastricht : Universiteit Maastricht] ; University Library, Universiteit Maastricht [host], 2006. http://arno.unimaas.nl/show.cgi?fid=6488.
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Hensley, Charity Gail. "Project 3rd Grade Environment: Descriptive Phenomenological Study of the Physical and Learning Environment in a Transformed 3rd Grade Classroom." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1669.
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This is a descriptive phenomenological study of a 3rd grade classroom in East Tennessee that was transformed in late spring 2009 to be consistent with principles incorporated in the 21st Century Model for Teaching and Learning and Educational Change (Evanshen, 2010). The objectives of this study were 1)to document the current physical and learning environment and 2)interview the participant regarding a classroom transformation in relation to teaching and learning. Methods of data collection included: interview questions related to the classroom environment pretransformation and posttransformation, observation field notes, and photographs of the current environment. In addition, archival photographs of the pretransformation environment were used in analysis of data. Data were gathered and systematically analyzed and then compared to recommended best teaching practices for early childhood. Based on findings, one can conclude that a classroom environment based on principles of the 21st Century Model for Teaching and Learning and Educational Change (Evanshen, 2010) enhances teacher attitude in relation to role of the environment in the teaching and learning process.
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Thomas, Kelly Burke. "AN ANALYSIS OF ALBERTA'S FIRST NATIONS, METIS, AND INUIT SCHOOL-COMMUNITY LEARNING ENVIRONMENT PROJECT." The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-05272008-161011/.
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The First Nations, Métis, and Inuit School-Community Learning Environment Project was one of the programs through which the Aboriginal Branch of Alberta Education attempted to increase the academic success rate of First Nation, Métis, and Inuit students. Sixteen school jurisdictions in Alberta were asked to choose one school within their district on which to focus the resources offered by the Project. These resources included a large amount of money and print materials prepared by the Aboriginal Branch. The schools were asked to consult with the school community and area residents, including elders, to prepare strategies they believed would fulfill the goals of the First Nations, Métis, and Inuit School-Community Learning Environment Project. The first goal of the Project, and the one this quantitative study examines, was to increase the number of students who obtained the acceptable standard on the Provincial Achievement Tests. The Project was initiated in the 2003-2004 school year and ended in 2004-2005. This study compares the means of the numbers of students who obtained the acceptable standard on the Provincial Achievement Tests in the two years before the Project began, 2001-2002 and 2002-2003; two years during the Project, 2003-2004 and 2004-2005; and two years after the Project ended, 2005-2006 and 2006-2007. This study also compares the strategies each school used to achieve the goal of increasing the numbers of students attaining the acceptable standard on the Provincial Achievement Tests. In addition, 12 schools were purposefully quota sampled that were not part of the Project; the numbers of students who obtained the acceptable standard on the Provincial Achievement Tests in these schools were compared with the numbers of students who obtained the acceptable standard in schools that were part of the Project. Analysis of the results indicated that, generally speaking, the First Nations, Métis, and Inuit School-Community Learning Environment Project resulted in only nominal improvements in increasing the academic success of First Nation, Métis, and Inuit students attending schools that took part in the Project.
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Kojima, Makiko. "Promoting listening strategies use in elementary English as a foreign language computer-assisted learning environment." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1904.
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In Japan, English education in elementary schools is still in the process of innovation. The purpose of this project is to seek the most appropriate and effective way for elementary-level students to acquire listening skills in a computer-assisted language learning (CALL) environment.
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Glasson, B. C. "A model of computer-based information system evolution as a basis for an integrated project support environment." Thesis, University of York, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375424.
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Farrell, Stephanie C. (Stephanie Cahill). "School, community, home : usuing architecture and urban design in creating an integrated learning environment." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/65985.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1997.Includes bibliographical references (p. 70-71).
This thesis tests the assertion that the design of the physical environment plays a role in the effective integration of school and community. The design of most existing urban schools fails to recognize the integral role communities play in their children's education. Most schools are insular, turning their back physically and programmatically on the adjacent neighborhood. The identities of the community and its children are seemingly negated. Almost unintentionally, the design of such institutions mirrors the dislocation of the urban poor from mainstream society. To be effective, the formal (school) and informal (family and community life) components of a child's education must act symbiotically. Continuity among the educational systems of many inner-city children, however is often foiled by the socioeconomic and cultural differences between parents and teachers, administrators and community members. The disparities between school and community are further complicated in the condition of extreme urban poverty. Schools, often run by middle class outsiders, stand as physical manifestations of a system ill-equipped to recognize and facilitate the unique needs of urban communities and their children. The complete educational system, therefore, falls victim to stereotypes and a lack of understanding between educators and the community. At present, educational reform efforts are directed toward establishing meaningful communication between these diverse, and often adversarial, components of a child's education. Programmatic initiatives alone, however, will not be enough. While successful as social programs, these strategies fail to address the influence of the physical environment. This thesis explores the role urban design and architecture can play in redefining the interaction among schools, families and communities th rough the redesign of the destitute West Baltimore community of Poppleton. The (public) school becomes the new neighborhood center. This learning center should not only meet the traditional educational needs of children, but also serve as a vehicle for the physical and programmatic reintegration of family and community members into the pedagogical process.
by Stephanie C. Farrell.
M.S.
27
TORREÃO, Paula Geralda Barbosa Coelho. "Project management knowledge learning environment: ambiente inteligente de aprendizado para educação em gerenciamento de projetos." Universidade Federal de Pernambuco, 2005. https://repositorio.ufpe.br/handle/123456789/2762.
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Previous issue date: 2005Atualmente, a Educação a Distância (EAD) pode ser vista como uma resposta para várias demandas: disseminação rápida do conhecimento, com baixo custo e acessibilidade; capacitação e qualificação, tanto acadêmica quanto corporativa; e educação continuada. No entanto, muitas vezes os sistemas de EAD não têm atingido seu potencial, porque somente apresentam seus conteúdos de maneira muito impessoal, sem levar em consideração a motivação e necessidades particulares de cada estudante. Esta impessoalidade prejudica o desempenho dos alunos, tornando-os desmotivados e provocando evasão dos cursos a distancia. De fato, a tarefa de aprender implica no acompanhamento constante do aprendiz, na tentativa de se entender quem ele é e do que é capaz. Só assim se consegue propor desafios, tornar o aprendizado uma experiência atrativa, e ajudá-lo a atribuir significado ao conhecimento. Em vista disto, a utilização de um Companheiro Virtual de Aprendizado (CVA) pode influenciar positivamente no desempenho do aluno. O acoplamento de CVA aos sistemas de EAD caracteriza o i-learning (do inglês, aprendizado inteligente). O objetivo dos ambientes de i-learning é prover soluções adaptadas às particularidades de cada estudante. Com esta motivação, foi construído o Project Management Knowledge Learning Environment (PMK), um ambiente de i-learning que está disponível na Web. O domínio do PMK é Gerenciamento de Projetos, para o qual existe uma grande demanda de educação e treinamento, tanto no setor público quanto no privado. O PMK dispõe de recursos pedagógicos como: exercícios, material de estudo, dicas, links relacionados ao tópico estudado, modelos relevantes para o Gerente de Projeto. Para aumentar a capacidade do PMK em tratar as necessidades individuais de seus estudantes, um CVA, VICTOR (Virtual Intelligent Companion for TutOring and Reflection), foi acoplado. Ele interage com o estudante durante seu aprendizado, colaborando para o sucesso das tarefas realizadas. VICTOR provê feedback imediato para as ações do estudante, dando dicas e tentando manter o estudante motivado. Os resultados do experimento realizado com o PMK demonstraram que ele é fácil de usar, uma boa ferramenta para a Educação em Gerenciamento de Projetos, e que a presença de VICTOR motiva e auxilia o aprendizado do estudante durante o seu estudo
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Savelyeva, Tamara. "Defining a Global Learning Environment in Higher Education: A Case for the Global Seminar Project." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29062.
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In this study I defined the global learning environment (GLE) as it appeared in the Global Seminar Project (GSP) to address the issues of change in higher education under the pressure of globalization. The combination of constructivist theory and a Biggs' (2003) deep learning concept provided a framework for answering the following research questions: (a)what project components make the course global? and (b)in what ways does the Global Seminar contribute to deep learning?
For the purposes of this study, I used three forms of data collection, including in-depth, open-ended interviews of 20 GSP's instructors; 11 direct observations of the GSP classroom; and analysis of GSP's written documents and artifacts. I used the open-coding feature of ATLAS.ti software to analyze the interview data and identify the descriptive themes that emerged from the observations and documents.
The interview analyses revealed that the GSP's global learning environment included five areas: (a) course structure and academic leadership/management; (b) stakeholder involvement; (c) institutional support; (d) course conducive content; and (e) teaching and learning practices. Within these five major areas I indicated four "global" categories of the learning environment established in the course: innovative, international, interactive, supported by the culture of mutual learning. Evidence of deep learning included observed development of students' generic metacompetencies, identified components of instructors' teaching quality, and recognized value of the relationships among course participants.
The research findings brought about two co-dependent understandings of the GLE as a conceptual phenomenon and a practical model. As a conceptual phenomenon, the GLE can be defined as a specific property of an educational structure that occurs when teachers and students are engaged in innovative experiences with the purpose of acquiring understanding of complex global-scale issues by means of cross-cultural interactions and on the basis of mutual learning.
Applied to an educational practice, this understanding of the GLE forms a constructive and participatory model that provides possibilities for transforming higher education practices: shifting from mass-production knowledge to genuine quality education based on the values of teachers. These conclusive definitions open a dialogue regarding how the GLE can initiate meaningful changes in educational theory and practices.Ph. D.
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Earl, A. N. "The specification and implementation of an Extended Relational Model and its application within an Integrated Project Support Environment." Thesis, University of York, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381351.
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Chacón, Pérez Jonathan 1986. "Community platform management mechanisms to support integrated Learning Design." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/360849.
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This PhD Thesis contributes to the domain of Educational Technologies, and more specifically to the Learning Design (LD) research field, which focuses on supporting teachers in the creation of effective computer-supported learning activities considering the needs of their educational contexts. Research in LD has provided a myriad of tools and methods. Yet, existing tools lack collaboration support for communities of teachers engaged in learning (co-)design. Moreover, scope of tools is varied in terms of representations used, pedagogical approaches supported, and design phases targeted (from conceptualization to authoring and implementation). This diversity of tools contrasts with lack of articulation of their synergies to offer meaningful, manageable and integrated LD ecosystems for teachers and communities of teachers. This Thesis is framed in this problem area. Its guiding research question is: How can community platform management mechanisms support teachers in integrated learning design ecosystems? This question is addressed by more specific investigation towards addressing four specific research objectives. The first objective is explorative, focused on understanding needs for
management mechanisms in LD community platforms. The resulting contribution includes participation in building and evaluating LD community platforms (LdShake, Learning design Sharing and co-edition, and ILDE, Integrated Learning Design Environment) in the context of Spanish and European projects, and the identification of needs tackled in the following three research objectives.
The second objective deals with enabling flexible management of learning (co-)design processes that involve use of several LD tools. The associated contribution is a model and implementation for LD Workflows, which shape orchestrated uses of selected LD tools that can be applied to LD Projects. The third objective focuses on supporting management of multiple learning design versions in scenarios of reuse and co-design. The contribution is a model and visualization strategy based on a family tree metaphor. The fourth objective concerns the need for interoperability between co-(design) tools and platforms, and in particular focuses on design patterns as structured LD representations of
special interest because they collect repeatable good teaching practices. The contribution is a pattern ontology for computationally representing a pattern language (working case of design patterns in Computer-Supported Collaborative Learning) and a derived model together with an architecture for interoperable management of patterns across LD tooling. Contributions have been implemented in LdShake and ILDE community platforms, showing feasibility, enabling proofof-concept in significant scenarios and user studies involving teachers.Las contribuciones de esta Tesis Doctoral se enmarcan en el ámbito de las Tecnologías Educativas, y más concretamente en el campo de investigación del Diseño de Aprendizaje (LD acrónimo en inglés). Este campo se centra en dar apoyo a los profesores en la creación de actividades educativas apoyadas por ordenador teniendo en consideración sus contextos educativos. La investigación en el campo de LD ha proporcionado gran cantidad de herramientas y métodos. Sin embargo, estas herramientas todavía carecen de mecanismos que posibiliten la colaboración en comunidades de profesores involucradas en el (co-)diseño de aprendizaje. Además, el alcance de las herramientas es muy variado en cuanto a las representaciones utilizadas, los enfoques pedagógicos utilizados, y fases de diseño a las que van dirigidas (desde la conceptualización, hasta la autoría y hasta la implementación). Esta diversidad de herramientas contrasta con la falta de articulación de sus sinergias para ofrecer ecosistemas LD significativos, manejables e integrados para profesores y comunidades de profesores. Esta problemática motiva la investigación realizada en esta Tesis. La pregunta de investigación que la guía es: ¿Cómo pueden apoyar los mecanismos de gestión de plataformas comunitarias dar soporte en ecosistemas de diseño de aprendizaje integrado? Esta cuestión se aborda en la investigación más concreta de cuatro objetivos específicos. El primer objetivo es exploratorio, se centra en la comprensión de las necesidades de mecanismos de gestión en plataformas para comunidades en LD. La contribución resultante incluye la participación en la implementación y evaluación de las plataformas para comunidades en LD (LdShake, acrónimo en inglés de Learning design Sharing and co-edition, e ILDE, acrónimo en inglés de Integrated Learning Design Environment) en el contexto de proyectos españoles y europeos, así como la identificación de las necesidades abordadas en los tres siguientes objetivos de la investigación. El segundo objetivo busca permitir una gestión flexible de los procesos de (co-)diseño de aprendizaje que implique el uso de varias herramientas de LD. La contribución asociada es un modelo e implementación de los flujos de trabajo de LD (LD Workflows en inglés). Los LD Workflows se definen para permitir la representación de las herramientas de LD seleccionadas que se pueden aplicar a proyectos de LD (LD Projects, en inglés). El tercer objetivo se centra en el apoyo a la gestión de múltiples versiones de diseño de aprendizaje en escenarios de reutilización y (co-)diseño. La contribución es un modelo y una visualización basada en una metáfora del árbol familiar (family tree, en inglés). El cuarto objetivo trata la necesidad de interoperabilidad entre herramientas de (co-)diseño y plataformas de LD, y en particular, se centra en los patrones de diseño como representaciones LD estructuradas de especial interés ya que recogen buenas prácticas docentes repetibles. La contribución es una ontología de patrones que representa computacionalmente un lenguaje de patrones (centrándose en los patrones de CSCL, del inglés:Computer-Supported Collaborative Learning) y un modelo derivado junto con una arquitectura para la gestión interoperable de patrones a través de herramientas de LD. Las contribuciones se han implementado en las plataformas de comunidades de LD LdShake e ILDE mostrando su viabilidad, ofreciendo la prueba de conceptos en escenarios significativos y estudios con profesores en entornos reales.
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Alshammari, Asma Abdulkarim. "Web-based Computer Graphics Learning." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522414261383339.
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Kennedy, Esmé. "A critical evaluation of the organisational learning that takes place in a project management environment / Esmé Kennedy." Thesis, North-West University, 2008. http://hdl.handle.net/10394/3731.
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This study contends that organisations in the modern day business environment are continuously faced with an increasingly competitive operational milieu that demands constant improvements in the quality of products and services. The study specifically focuses on project management organisations and the fact that for the latter type, organisational quality improvement translates into meeting the customer's requirements within the project's budgetary, time and technical constraints.
It is proposed that it is no longer sufficient for project-based and team-based organisations to rely on traditional project management methodologies. Instead, these types of organisations need to learn from past actions and performances in order to improve future management ability, and consequently the quality of projects delivered and their organisation's competitive edge.
The primary objective of this study is to critically evaluate the phenomenon of organisational learning in the context of a project management environment in order to extract an understanding of its implemental flaws and to suggest a proposed project life cycle model that could address these shortcomings.
To achieve this objective, the study includes a literary review aimed at gaining theoretical knowledge of organisational learning strategies and the implemental shortcomings of these strategies in the creation of a "learning organisation" insofar as it is applicable to a project management environment. This theoretical knowledge and the knowledge gained from a pilot study was then utilised to design the research tools required to meet the objectives of the empirical study. The empirical study, in turn, focuses on critically evaluating the phenomenon of organisational learning in the context of a project management environment so as to extract an understanding of its implemental flaws and to suggest a proposed project life cycle model that could address these shortcomings.
The empirical study utilises a qualitative research approach designed to determine the perceptions of and practices utilised by 21 project management team members across various functional disciplines and from a variety of project management organisations in terms of the learning that takes place in their various organisations.
Results suggest that there is often a chasm between the process during which an organisation acquires knowledge and the path by which improvement takes place as a result of such newly acquired knowledge. This is predominantly attributable to the challenge of transferring organisational knowledge across projects and project phases in such a manner that project team members throughout the organisation can readily obtain and beneficially implement organisational knowledge.
Findings indicated that the biggest shortfall in the transferability of knowledge is not rooted in the availability of transfer tools, but in the application of these tools at various time slots in the project management life cycle. As such the study recommends a revised approach to the project management life cycle, involving the implementation of a learning checklist during each phase of the project life cycle in order to achieve effective integration of project learning activities into the project management life cycle. The latter approach is aimed at designing a project life cycle model that facilitates learning across projects and project phases which is most suited to the relevant organisation based on its unique requirements, competencies and resource constraints. Post-interview clarification sessions with participants in the empirical study are used as a forum to propose a hypothetical project management life cycle model for one of the participant organisations.Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2009.
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Daniels, Mats. "Developing and Assessing Professional Competencies: a Pipe Dream? : Experiences from an Open-Ended Group Project Learning Environment." Doctoral thesis, Uppsala universitet, Avdelningen för datorteknik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-145983.
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Professional competencies are explicitly identified in the primary learning outcomes for science and engineering degrees at many tertiary institutions. Fulfillment of the requirements to equip our students with these skills, while formally acknowledged as important by all stakeholders, can be hard to demonstrate in practice. Most degree awarding institutions would have difficulties if asked to document where in degree programs such competencies are developed. The work in this thesis addresses the issue of professional competencies from several angles. The Open-Ended Group Project (OEGP) concept is introduced and proposed as an approach to constructing learning environments in which students’ development of professional competencies can be stimulated and assessed. Scholarly, research-based development of the IT in Society course unit (ITiS) is described and analyzed in order to present ideas for tailoring OEGP-based course units towards meeting learning objectives related to professional competence. Work in this thesis includes an examination of both the meanings attributed to the term professional competencies, and methods which can be used to assess the competencies once they are agreed on. The empirical work on developing ITiS is based on a framework for educational research, which has been both refined and extended as an integral part of my research. The action research methodology is presented and concrete examples of implementations of different pedagogical interventions, based on the methodology, are given. The framework provides support for relating a theoretical foundation to studies, or development, of learning environments. The particular theoretical foundation for the examples in this thesis includes, apart from the action research methodology, constructivism, conceptual change, threshold concepts, communities of practice, ill-structured problem solving, the reflective practicum, and problem based learning. The key finding in this thesis is that development and assessment of professional competencies is not a pipe dream. Assessment can be accomplished, and the OEGP concept provides a flexible base for creating an appropriate learning environment for this purpose.Felaktigt tryckt som Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Science and Technology 738
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Akman, Evrim. "Student Perceptions On Learning By Design Method In Web-based Learning Environment: A Case Study." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611781/index.pdf.
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The purpose of this study was to investigate the perceptions of students in an implementation of &ldquoLearning by Design&rdquo
method through a web based learning environment. The information gathered from the students enrolled in the undergraduate course
&ldquo
Foundations of Distance Education&rdquo
in 2009 Summer School and 2009-2010 Fall Semesters was evaluated. The course was given in blended form, i.e. face to face lessons and online instructional activities were performed together. In the web based part of the course, several educational modules of an open source learning management system (LMS), such as quizzes, forums, lesson pages, wiki pages, mail interface etc. were used. The students were responsible for implementing an educational course site on the LMS platform, using the course curriculum applications. Within the scope of this thesis, the perceptions of the students about course-related projects, and online and classroom activities were investigated through interviews and questionnaires. The academic development of students was also considered in the study. Additionally, several informal interviews were also done with the instructor of the course in order to investigate his perceptions about the conduct of the course. Questionnaire results have been analyzed quantitatively and face to face interview results have been analyzed qualitatively. Both quantitative and qualitative data indicated that the students&rsquo
perceptions about how the course was conducted and the learning by design activities were generally positive. Especially the project work, which was assigned as a requisite of the learning by design method, was pointed out as a positive factor in students'
learning of the subject matter both in the questionnaires and in the face to face interviews. Another important finding of the interview and questionnaire results was that the communication between the instructor and the students contributed positively to not only learning the course content but the quality of the projects as well. As an outcome of this study, many important factors, which lead to successful results in implementation of learning by design method in a web based environment, have been identified. These results are presented in detail in the '
Discussion and Recommendations'
section.
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FREITAS, ANGILBERTO SABINO DE. "THE IMPLEMENTATION OF E-LEARNING IN BUSINESS SCHOOLS: AN INTEGRATED MODEL FOR THE PROCESS OF ENVIRONMENT ALIGNMENT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15035@1.
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FUNDAÇÃO DE APOIO À PESQUISA DO ESTADO DO RIO DE JANEIROO uso das Tecnologias de Informação e Comunicação (TIC’s) no processo de ensino, ou e-learning, como estão se tornando conhecidas, seja para uso no apoio ao ensino presencial, seja para a educação a distância (EAD), estão, cada vez mais, se tornando uma parte integrante, tanto do ambiente cultural, quanto do ambiente tecnológico da universidade moderna. Quando se observa a introdução e implementação do e-learning nas escolas de gestão brasileiras, tem-se percebido nas recentes experiências que o processo exacerba certas tensões internas. Por outro lado, os estudos na literatura que investigam o fenômeno são, na maioria dos casos, estudos descritivos ou normativos, e que não explicam o processo. Entretanto, sustenta-se que a implementação de tecnologia é um fenômeno complexo e que envolve a interrelação de diversos fatores e que deve ser considerado não somente os aspectos funcionais, mas também o significado que a tecnologia tem para os envolvidos. Com o objetivo de preencher essa lacuna, este estudo buscou compreender como as escolas de gestão gerenciam o processo de implementação do e-learning em seus ambientes a partir do significado que seus gestores atribuem às suas experiências. A partir da análise da experiência de sete escolas com a implementação do e-learning, esta pesquisa propõe uma teoria substantiva do processo, utilizando os procedimentos metodológicos da Grounded Theory (Glaser & Strauss, 1967; Corbin & Strauss, 2008). Foram entrevistados 14 gestores dessas escolas e os resultados da análise revelaram cinco categorias conceituais: 1) a incongruência; 2) a estrutura; 3) a forma de entrada; 4) aculturando o e-learning; e 5) disseminando o elearning que integradas em torno da categoria central – a incongruência – serviram de base para construir um modelo relacional que explica como ocorreu o processo de implementação do e-learning nessas escolas. A conclusão principal que se chegou é que para o processo de implementação do e-learning ser efetivo deve ter claramente em suas premissas que, para que possa ser aceito e disseminado dentro do ambiente interno, deve vir acompanhado de ações que consigam transmitir aos stakeholders uma clara perspectiva de valor relacionada ao uso de tecnologia no processo de ensinoaprendizagem. Somente dessa forma os envolvidos podem perceber os benefícios de seu uso. Assim, a implementação do e-learning, independente do objetivo pela qual a escola introduz em seu ambiente, deve privilegiar a questão pedagógica, definindo estratégias que evidenciem o e-learning como uma ferramenta capaz de melhorar as práticas existentes de ensino, estimulando que se desenvolva internamente uma percepção de valor em relação a ele, caso contrário, não surge a motivação para que o uso da tecnologia possa se disseminar no ambiente. Espera-se que os resultados encontrados contribuam para aumentar o conhecimento sobre o processo de implementação do elearning, principalmente nas escolas de gestão, e para gerar reflexões acerca do fenômeno no contexto brasileiro.
The use of Information Communication Technologies (ICT’s) in education, or elearning, are becoming increasingly popular, either for using to support face-to-face teaching models, or for distance learning (ODL), and are becoming an integral part of both the cultural environment, as the technological environment of the modern university. When analyzing the introduction and implementation of e-learning in business schools in Brazil, we have observed in recent experiences that the process exacerbates certain internal tensions. Furthermore, studies in the literature that investigate the phenomenon are, in most cases, descriptive studies or normative, and they do not explain the process. However, it is argued that the implementation of technology is a complex phenomenon involving the interplay of many factors and should be considered not only the functional aspects but also the meaning that the technology has for those involved. In order to fill this gap, this study sought to understand how business schools manage the process of implementing e-learning in their environments from the meaning that their managers give to their experiences. From the analysis of the experience of seven schools with the implementation of e-learning, this research proposes a substantive theory of the process, using the methodology of Grounded Theory (Glaser & Strauss 1967, Corbin & Strauss, 2008). We interviewed 14 managers of these schools and the results of the analysis revealed five conceptual categories: 1) incongruity, 2) structure, 3) the entry form, 4) culturing the e-learning and 5) disseminating e-learning that built around the core category - the incongruity - the basis for building a relational model that explains how to place the process of implementing e-learning in those schools. The main conclusion reached is that the process of implementing e-learning to be effective must have clear in its assumptions that, in order to be accepted and disseminated within the internal environment, it must be accompanied by actions that are able to transmit a clear perspective of value related to the use of technology in the teaching-learning process. Only in this way those involved can see the benefits of its use. Thus, the implementation of e-learning, regardless of the purpose for which the school adopt it, should define strategies that focus the e-learning as a tool to improve existing practices of teaching, encouraging internally to develop a sense of value in relation to it, otherwise, the motivation for the use of technology cannot spread throughout the environment. We hope that the results add to the knowledge about the process of implementing e-learning, especially in business schools, and also could stimulate ideas about the phenomenon in the Brazilian context.
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Reid-Brown, Carolyn A. L. "Project-Based Learning: Investigating Self-Directed Learning Readiness Skills And Content Knowledge Retention In An Urban Jamaican High School Eighth Grade Integrated Science Cohort." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3388.
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Self-directed learning (SDL) readiness skills and the command and/or retention of content knowledge have been identified as key factors for success in post-secondary settings. The Government of Jamaica (GOJ) has stated that two in three Jamaican secondary school graduates lack the requisite content knowledge and self-directed learning skills needed for advancement in the work space and in postsecondary education (Vision 2030 Jamaica National Development Plan, 2009). This dissertation examined the efficacy of project-based learning (PBL) as a method of instruction for improving SDL readiness skills and content knowledge retention. More specifically, the phenomenon was explored within the context of a developing country – in this case – Jamaica. The difference in SDL readiness skills and content knowledge retention was investigated among 8th grade students in an urban high school under PBL conditions (N = 30) and under Traditional Direct Instruction (N=35) using a quasi-experimental design. Data on students’ SDL readiness skills, knowledge comprehension and content knowledge retention were collected using validated instruments. Scores on all three measures were recorded pre-intervention and post-intervention with a follow-up on content knowledge retention.
One way repeated measures mixed ANOVAs were run. Results showed that on SDL readiness skills, the difference over time for the PBL group was significantly different from the difference over time for the TDI/control group (pp
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Postma, Thomas Corne. "Evaluating the impact of adjunctive integrated case-based dental teaching and learning on clinical reasoning in a discipline-based teaching and learning environment." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40246.
Full textAbstract:
Problem-solving and integration of knowledge are key objectives of the undergraduate dental curriculum of the School of Dentistry, University of Pretoria, which aims to develop the clinical reasoning skills of students. For practical reasons the School provides discipline-based teaching and learning, which, according to the literature, might limit a student’s ability to integrate knowledge during clinical reasoning processes. The literature suggests that problem-solving by means of case studies – an active teaching and learning strategy– might be a useful method to develop and integrate knowledge at undergraduate level, and that earlier exposure to clinical cases might assist in the attainment of clinical reasoning skills at an earlier stage. Hence, this action research study describes the planning, design, implementation and evaluation of a “new” Comprehensive Patient Care curriculum over a three-year period (2009 - 2011) based on Kern’s “six-step approach to curriculum development”. The new curriculum employs an adjunctive integrated case-based approach according to the principles described in the “Four Component Instructional Design Model” and a new variant of the so-called “progress test”, starting already in the preclinical (third) year of study, to develop and test students’ clinical reasoning skills over time.
The exit-level progress test results of dental students who had been taught by following an adjunctive integrated case-based approach were statistically analysed, using mixed model statistics, and were compared with the clinical decision-making skills of cohorts who had been taught by following the traditional discipline-based approach. These analyses were complemented by bivariate and multivariate quantitative analyses and qualitative student feedback (mixed methods). The validity of the progress test results was also examined by comparing the results of different cohorts.
The fifth-year cohort who had been exposed to integrated case-based teaching and learning from their preclinical year performed significantly better in the progress test at exit level than the cohorts who had received only discipline-based teaching and learning, even when controlling for previous academic performance. These findings were supported by the quantitative and qualitative feedback that students gave about the educational processes that were followed. The progress test performed reasonably well as a measurement tool and all the differences that were measured between the different cohorts could be explained logically. Case specificity posed the biggest threat to the reliability of the test.
The results suggest that integrated case-based teaching and learning, commencing in the preclinical study years, might be a useful intervention to improve clinical reasoning ability at exit level in dental schools such as the School of Dentistry, University of Pretoria that follow a discipline-based approach. The results of this action research study provided particularly useful information, which will allow further improvements to the educational intervention. The results of this study require further research to substantiate the findings beyond doubt.Thesis (PhD)--University of Pretoria, 2013.
gm2014
Dental Management Sciences
unrestricted
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Maynard, Julie Ann. "Transformational Teaching & Learning Modeled in a Flipped Classroom Environment." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555355104583446.
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Kul, Umit. "Professional development of Turkish primary mathematics teachers within a computer-integrated learning environment : an exploration of changes in beliefs." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28524.
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The curriculum for primary mathematics in Turkish schools was revised in 2005, and one of the aims of this reform was to introduce constructivist approaches to the learning and teaching of mathematics. When instigating changes in the Turkish educational context, only minimal attention was given to the professional development (PD) of mathematics teachers. Thus, in this study a PD course was created to offer participants an opportunity to experience the role of the learner in a computer-integrated setting. The intention was to provide them with better theoretical and practical comprehension of mathematics teaching and learning. The study investigated six Turkish primary teachers’ beliefs pertaining to the following fields: the nature of mathematics, its teaching and learning, the use of technology, prior to and following their involvement in a PD course designed using a Dynamic Geometry Systems based on a constructivist approach. The objective of this study was to examine how they in such a professional learning setting formalise their beliefs. A multiple case study design was used to explore mathematics teachers’ beliefs and to examine the dynamics of teachers’ belief shifts. The data generation instruments used in the study included observation, semi-structured interviews, participants’ writings and questionnaires. The qualitative analysis of the data revealed that teachers’ beliefs were transformed to some extent in support of fallibilist views regarding mathematics along with constructivist views about teaching and learning of mathematics. In fact, the connection between stated beliefs and intended teaching is complex and the social contexts of teaching were very influential on teachers’ pedagogical decisions, participants’ world views about the nature of mathematics serving as a primary source of their beliefs about pedagogy and student learning; this connection was not clear. The research findings also reveal a substantial change in participants’ beliefs in favour of the use of technology in general and in particular in the use of GeoGebra, in their teaching. The findings from this study have implications for Turkish primary mathematics education and teacher belief literature. Further research is needed in order to capture the complexity involved in the cultural dimensions that influence teaching mathematics.
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Shukie, Peter. "A participatory action research investigation into an open, online Community Project exploring how teaching and learning occur in a non-institutional, non-specialist, technology enhanced learning environment." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/125042/.
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This Participatory Action Research (PAR) project begins by positing that online networks bring the possibility of meaning-making and knowledge creation developing outside institutions. The project has lasted for four years (and continues as a ‘live’ project) and this research covers the first 18 months of that period. This project considers what happens when online learning is made possible on a non-institutional platform with roles of teacher and student made open to anyone. The tag line of ‘anyone can teach, anyone can learn, anything at all, for free’ provides a platform for open access that will create opportunities at the heart of the action of this research. It seeks to explore not only ‘how’ learning takes place, but also ‘who’ is involved, ‘what’ in relation to how knowledge is defined and ‘why’ that questions common-sense assumptions of the purpose of education. Findings reveal complex identities of formal educators seeking space, free of institutional constraints. Community learning approaches reveal groups seeking spaces that avoid community gatekeepers and a desire for nuanced perspectives. Technology is encountered as a complex ecology in which institutional approaches suggest limited use as a deficit yet where project users define it in terms of privacy, ownership and appropriateness. My original contribution to knowledge is found in the revealing of outsider spaces that are at least as rigorous, reflective and powerful as those located within institutions. The findings reveal contested spaces and a willingness to develop ideas and networks that educate and inform. This is true of those with no links to institutional learning and makes clear the breadth of meaning-making that exists beyond the ‘usual spaces’. Findings also reveal that those working within educational institutions seek out spaces beyond often restrictive standardisation to create new thinking spaces, empower others and distribute opportunities to contribute. My original contribution comes also through the creation of an authentic learning space that proved an effective, if complex and often difficult to maintain, online space. Much of the value of the research comes through the originality of an online platform developed beyond institutional ownership. Participation rather than representation was a key component of this innovation. The alignment of theoretical positions that seek becoming, Deleuzo-Guattarian rhizomatic principles and Freirean popular education approaches, offer a strong foundation that challenges convention while providing a clear and coherent discourse. The location of the research is crucial in establishing originality of purpose. This research develops the discourse around MOOCS to include those voices beyond the institution. Here, they are not voices on the margins but voices from the centre.
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Henderson, Petra. ""Shaking Shakespeare": A case study of a cross-curricular project in year 9 which integrated content and English." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28455.
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An increasing number of schools across Europe offer education which integrates the teaching of content with that of language, sometimes known as CLIL (Content and Language Integrated Learning), or the Swedish equivalent SPRINT (språk- och innehållsintegrerad inlärning och undervisning). In Sweden this type of learning often goes under the name of cross-curricular or interdisciplinary work. This dissertation is a case study of one such project that integrated content and English and that took place in year 9 at a secondary school in southern Sweden. The purpose of the investigation was to find out what the teachers' and pupils' perceptions were of the use and role of English in this particular cross-curricular project. Applying case study methodology, data was collected using triangulation through observations, a focus group interview with the teachers and a pupil questionnaire. The results show that all the involved teachers and a majority of the pupils were positive towards the integration of content and language, but not on a permanent basis. The teachers felt that the project gave the pupils the opportunity to work with the language and develop communication skills. The pupils said that they had learned more speaking skills compared to being taught English as a separate subject, closely followed by writing and reading skills. However, some felt that they had not learned any grammar, which showed a view of English as a skills subject. The study shows that project-based cross-curricular work could be a successful way to integrate content and language, provided projects are well-planned and clearly structured.
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Manka, Alex (Alex Keeth) 1977. "Development of a design environment for integrated concurrent engineering (DE-ICE) in university education : integrating student designers, design tools, and active learning." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/9251.
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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics, 2000.Also available online at the MIT Theses Online homepage
Includes bibliographical references (p. 93-95).
The development of an operational framework for a design center to enhance learning in MIT's Department of Aeronautics and Astronautics is described. The results of research at MIT, which included a survey of students and faculty in the Department, is summarized. Visits to aerospace industry design centers are considered with respect to their implications toward engineering education. DE-ICE needs are explained and mapped to technical requirements through quality function deployment. Functional analysis with use case diagrams and a product matrix mapping requirements to implementations are used to generate architectural variants. These variants are synthesized into a suggested architecture for the design center. An enabling prototype for the DE-ICE system is characterized: an On-Line Teaching Assistant (OLTA) that provides guidance and project management to student designers. A part of the OLTA is the project navigator, which provides a roadmap through a design process by depicting the dependencies between documents associated with a project.
by Alex Manka.
M.Eng.
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Hsu, Shu-Wei, and 許書維. "A Research on An Integrated Water Environment Service-Learning Project for Primary School Scout Troop." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/16902986910880831098.
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碩士國立東華大學
環境政策研究所
93
While the development of service learning tended to become maturely in the overseas, Taiwan just starts its pilot test at high school level. This research attempted to combine ideologies of Service-Learning, Water Environment Education with Scouting education together and tested these on a primary scout troop located at Kaohsiung. By providing students with real operational experience, it was anticipated to enhance the attitude of students toward both environment literacy and service learning. In addition, it was also expected to generate insights that can urge the administrative boards to adopt service-learning to link both scouting and environmental education at the primary school level. This research started literatures reviews on rationale and literature of services learning since 2004. And they follow by systematic design the program. The program was implemented from September 2004 to February 2005. This research overhead the instruction process and program delivery by combining Service-Learning and Water Environment Education with Scouting group. Three groups were selected for further testing: water service learning scout troop students, other scout troop students, and control group student. The students of experiment group were voluntary participants. Various qualitative and quantitative research methods were used for data collection, such as reflection diary, depth interview, pre-post questionnaire survey class notes and student performance records. The data from four surveys were coded and analyzes by the SPSS10.0. The performance of students which might come from the learning stimuli were detected. Based on results the researcher makes dialogue with existing theories around service learning and the practical action course. The results indicated that scout troop's students who participated in the water environment service learning activity, inspected the learning process, have shown intense positive participative kinetic energy and cooperative mechanism. In each circulation motion, each participant not only can all unceasingly reconsidering and share from the practical action experience, but also has feasibility of gaining new experience and effectiveness from the study. During the action taking period, the student manners are transformed,. When they were facing with each kind of question, the diligently is easily solved, and also many creativity ideas and procedures are brainstormed out. The role of participation changes actively, which also enhances to the self-affirmation of the participants. The pre-post test found that the scout troop’s students who were engaging in water environment service learning activity shown higher score on environmental knowledge, sensitivity and behavior than those of the control students, though they don’t reveal the difference on post-service learning test, they promote eminently on environmental literacy. Therefore, the research concludes that by integrating water environment education program with service study can achieve its potency of progress.
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Wang, Chien-min, and 王建民. "Implement Project-based Learning Environment with Context Awareness." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/21445813203335566341.
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碩士國立臺南大學
數位學習科技學系
95
Mobile Learning and Ubiquitous Learning have become a new studying way, cause in improvement of calculating, infrastructure of wireless network and computer communication. Combining with the government following M-Taiwan, energetical idea of promoting U-Taiwan, make the issues for research of E-Learning focus on U-Learning in the past two years. The number of students in middle and primary schools, as for about 30 people at present, it is still too many. While designing the outdoor teaching activities with the traditional PBL, if the area is too big often cause and slip. Though the network PBL can remedy some deficiencies, but still limited to the restriction that the desktop computer can''t be moved. In recent years, the cooperation of mobile device and wireless network makes PBL to get rid of the restrictions of time and place and makes learners engaged in probing into the activity of the open air. It also makes learners know how to observe and collect the materials and increases the convenience of study and mobility. Such a mechanism can also enable learners to discuss immediately, to communicate with others, to share knowledge, resource and information, and to make the PBL more efficient. This research is based on context-awareness learning and wireless network with RFID, to build the PBL platform -Ubiquitous Learning. This platform can offer every stage function of network PBL to a teacher and make the learner to get correct information in the correct position and correct time. It only pass through the context-awareness, doesn＇t need to input any message of environmental situation by learners.
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徐琨閔. "An Integrated MOOCs Environment for Learning Java Programing." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/84053864522511074445.
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碩士逢甲大學
資訊工程學系
103
In recent years, MOOCs is getting more and more popular, many schools in Taiwan plan to offer courses on MOOCs platform. With the convenience of online learning, students can take courses on the network; this will make a big difference on traditional education. Therefore, how to make MOOCs education also set the benefits of the traditional education is the challenge we will take. Many MOOCs provide simulation tools to help experiments. Thus, students can use browser to access course materials and make experiment on the MOOCs environment. For programming courses, students will take a better learning experience if the environment can provide the online programing environment. In this thesis we propose an integrated environment in Open edX MOOCs platform for learning java programing. With the browser-based code editor and the compiler service which is based on REST architecture, students can develop software program on browsers. With integrating the JUnit in our environment teachers can write a test code to assess students’ programs on the course.
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Tai, Yu-Tsung, and 戴育宗. "Integrated Platform for Collaborative Learning in the Mobile Environment." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/5fskb5.
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碩士靜宜大學
資訊管理學系研究所
97
Nowadays, the evolution of internet technologies brings many new methodologies for learning to help people study online. The concepts of Web 2.0 cause new e-Learning patterns. There are numerous people studying online by reviewing Blogs and Wiki systems. These kinds of Web 2.0 websites bring about a new issue of collaborative learning. Moreover, the development of wireless network and mobile devices initiates mobile learning. The handheld devices and wireless network technologies provide learners a ubiquitous learning environment so that people can study online anywhere and anytime. This learning pattern causes new challenges that differ from traditional e-learning methods. In this thesis, we propose a new collaborative mobile learning environment with the concepts of Web 2.0.
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Lin, Shun-Chih, and 林舜治. "Examining the Learning Effects on Learning Styles Integrated Blended Learning Environment for Engineering College Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/23742990877588279541.
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碩士佛光大學
資訊學系
99
Taiwan’s educational system has grown and expanded rapidly. Presently, it has come up with three educational goals to implement this educational development adaptability in nature and ability; supporting the disadvantaged; and embracing globalization. This research was for the purpose of discussing in the Blended Learning curriculum, the Engineering college student's learning style distribution, and examined the gender, age, and learning achievement differences on each learning style dimension, by using questionnaire survey procedure, with Felder & Soloman Index of Learning Style, as the instrument. The findings demonstrated the Engineering college student's learning style distribution condition, is the intense image visual type learner on the learning sense organ; the learning manner to is partial to the resonsideration slightly; the learning way to is partial to the feeling slightly; the learning pondered that the pattern to is partial to the total build slightly. This research also examined all students, students in various departments, and different age students by T-Test, it indicated there’s gender differences. By single factor variance analytical control various departments, various grades, with the different learning achievement's learner, in four learning style dimensionso, besides the different studies achievement's learner not remarkable difference, it showed there were significant differences in learning styles for students in different departments and the different grades.
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WEN-GUANG, CHANG, and 張文光. "Through action research to integrate the issues of project-based learning into environmental education of 6th grade pupils." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/49108479849660940617.
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碩士國立花蓮教育大學
科學教育研究所
95
The purpose of this study mainly through action research to integrate the issues of project-based learning into environmental education of 6th grade pupils, and to explore the difficulties and feeling by the teacher and students during the course of the project, and it’s development of the students’ abilities of active inquiry and problem-solving. The researcher participated in the whole activities and analyzed data through reflection journals, audiotapes and videotapes during the course, project shared by pupils, questionnaires, and peer assessment record form. The results show that students who had experience in the project work are active learners and more interested in the issues of environmental education, but it is not evident whether students were deeply affected by environmental consciousness or not. Using computer technology, students can learn more environmental knowledge and share their productions, simultaneously awareness the impact between issue of environmental, technology and humanities. In the other hands, students acquired the abilities and attitudes of discussing problems, accepting and respecting others, but because lack of autonomous attitude in inquiry activity, students didn’t produce really meaningful works.
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Gasper, Erika Amber. "Educational outcomes for students using a project-based learning technology environment." Diss., 1998. http://catalog.hathitrust.org/api/volumes/oclc/40850524.html.
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Huang, Ya-Li, and 黃雅琳. "The Development and Application of a Web Project-Based Learning Environment." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/4278y3.
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碩士銘傳大學
資訊管理學系碩士班
92
With the spread of the internet technology, the development of the teaching styles becomes more diversified. Web project-based learning is a new type of learning of incorporating classroom teaching and technology. It provides students a cooperative environment with constructivism and cooperative concepts. Through the design of project-discussing, it prompts students to think on their won, to discuss ideas and solve problems with team members. This kind of learning style not only enhances students’ learning motivation, but also increases their high-level problem solving and thinking ability. The main purpose of this research is to develop a web aquarium learning environment. From collecting and analyzing data to interview with the experts, this study designs the learning materials and constructs a web-based learning environment for elementary senior students. By developing the web aquarium, this study hopes students will be able to understand the information of the fish, know how and when to feed the fish, learn how to use the technology to retrieve information about the fish, cooperate with team members, and enhance the problem solving ability.