Dissertations / Theses on the topic 'Integrated learning'
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1
Skaresund, Robert. "Work Integrated Learning : crossing Boundaries." Thesis, University West, Department of Nursing, Health and Culture, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-2687.
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Work integrated learning was established at Swedish universities about twenty years ago; and today there are some different attitudes about the purpose of integrating theoretical perspectives to practical experiences, during higher education. For example, there are arguments that students tend to become clients or tools in order to gain regional development if the practical perspectives overcome the possibilities of reflection. Education will in this case only serve to facilitate employment after graduation, rather than to facilitate developmental learning. To understand the relationship between reproductive- and developmental learning, this thesis explores the different kinds of strategies student teachers develop, during their teacher training – to gain the skills and knowledge needed to work as a professional teacher. The focus is how the students respond to the various emerging contradictions, while crossing the boundaries – between the university, and the workplace. The activity theory approach conceptualizes boundary-crossing as a phenomenon based on the idea of horizontal development – which requires the ability to find relevant information wherever it may be available. The implication is that change and development occur as a result of collaboration through mutual boundary objects, and via emerging contradictions between two or more interacting activity systems. The overall design resembles a phenomenological case study performed over a period of approximately six months. The population providing the empirical data consisted of five student teachers, in their first year, attending a teacher training program in Sweden. Data collection where gathered through a three-step design, where exploratory narrative interviews were conducted at three different occasions: (i) after their first period of work placement, (ii) before entering their second period of work placement and (iii) immediately after their second period of work placement. The results indicate that the students’ processes of learning include four distinct learning strategies (questioning, challenging, adjusting and imitating), to transform the information given in various situations. These strategies are consequences of the students´ prior experiences when encountering contradictions during their teacher training program.
För omkring 20 år sedan utvecklades arbetsintegrerat lärande som en ny pedagogisk form på svenska högskolor och universitet Det råder dock delade meningar om syftet bakom högskolans ambition att integrera teoretiska perspektiv till individuella praktiska erfarenheter. Exempelvis riskerar studenter att liknas vid klienter, eller verktyg för regional utveckling om fokus på praktiska erfarenheter överordnas möjligheten till reflektion. Utbildningens roll kan i så fall bli att underlätta anställningsbarhet efter examen istället för att leda till ett utvecklingsinriktat lärande. För att förstå relationen mellan anpassnings- och utvecklingsinriktat lärande undersöker denna uppsats vilka strategier lärarstudenter utvecklar, under utbildning på lärarprogrammet, för att uppbära den kunskap som behövs för att kunna arbeta som lärare. Fokus ligger på hur studenterna svarar mot de varierande motsättningar som uppstår vid övergångarna mellan högskolan och arbetsplatsen. Uppsatsen utgår från verksamhetsteoretiska resonemang och speciellt fenomenet ”boundary-crossing” som innebär grunden för horisontell utveckling och innefattar förmågan att finna relevant information där den är tillgänglig. Utgångspunkten är att förändring och utveckling sker som ett resultat av samverkan mot gemensamma mål och på grund av motsättningar mellan två eller flera verksamhetssystem. Det övergripande upplägget av studien kan liknas vid en fenomenologisk fallstudie och utfördes under sex månader. Populationen som ligger till grund för studiens empiriska data består av fem lärarstudenter som studerar sitt första år vid en av Sveriges lärarutbildningar. Data samlades in genom narrativa intervjuer vid tre olika tillfällen: (i) efter studenternas första praktikperiod, (ii) innan studenterna påbörjade sin andra praktikperiod och (iii) direkt efter att studenterna avslutat sin andra praktikperiod. Studiens resultat visar att lärarstudenterna använder fyra olika lärandestrategier (ifrågasättande, utmanande, anpassande och imiterande), för att omvandla den information de möter till kunskap, vid olika tillfällen under lärarutbildningen. Dessa strategier utvecklas som följd av de erfarenheter studenterna har med sig när de möter olika motsättningar under lärarutbildningen.
2
Smith, Natalie L., Amanda E. Greene, and Charles Jones. "Work-Based Integrated Learning Workshop." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4949.
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Casey, M. C. "Integrated learning in multi-net systems." Thesis, University of Surrey, 2004. http://epubs.surrey.ac.uk/3040/.
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Specific types of multi-net neural computing systems can give improved generalisation performance over single network solutions. In single-net systems learning is one way in which good generalisation can be achieved, where a number of neurons are combined through a process of collaboration. In this thesis we examine collaboration in multi-net systems through in-situ learning. Here we explore how generalisation can be improved through learning in the components and their combination at the same time. To achieve this we present a formal way in which multi-net systems can be described in an attempt to provide a method with which the general properties of multi-net systems can be explored. We then explore two novel learning algorithms for multi-net systems that exploit in-situ learning, evaluating them in comparison with multi-net and single-net solutions. Last, we simulate two cognitive processes with in-situ learning to examine the interaction between different numerical abilities in multi-net systems. Using single-net simulations of subitization and counting we build a multi-net simulation of quantification. Similarly, we combine single-net simulations of the fact retrieval and ‘count all’ addition strategies into a multi-net simulation of addition. Our results are encouraging, with improved generalisation performance obtained on benchmark problems, and the interaction of strategies with in-situ learning used to describe well known numerical ability phenomena. This learning through interaction in connectionist simulations we call integrated learning.
4
Robertson, Laura, D. Lee, Alissa A. Lange, Ryan A. Nivens, and Jamie Price. "Integrated STEM Learning for Elementary Students." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5925.
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We are a collaborative group of K-5 teachers, pre-service teachers, and higher education faculty. In our session we will share our work to design integrated STEM learning units aligned to Tennessee's elementary math and science standards. We will discuss strategies for planning integrated STEM learning as well as use a station format to model interactive, hands-on learning activities. Special emphasis will be placed on math and science standards that may be challenging for teachers.
5
Jing, Yushi. "Learning an integrated hybrid image retrieval system." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/43746.
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Current Web image search engines, such as Google or Bing Images, adopt a hybrid search approach in which a text-based query (e.g.
"apple") is used to retrieve a set of relevant images, which are then refined by the user (e.g. by re-ranking the retrieved images based on similarity to a selected example). This approach makes it possible to use both text information (e.g. the initial query) and image features (e.g. as part of the refinement stage) to identify images which are relevant to the user. One limitation of these current systems is that text and image features are treated as independent components and are often used in a decoupled manner.
This work proposes to develop an integrated hybrid search method which leverages the synergies between text and image features.
Recently, there has been tremendous progress in the computer vision community in learning models of visual concepts from collections of example images. While impressive performance has been achieved on standardized data sets, scaling these methods so that they are capable of working at web scale remains a significant challenge. This work will develop approaches to visual modeling that can be scaled to address the task of retrieving billions of images on the Web.
Specifically, we propose to address two research issues related to integrated text- and image-based retrieval. First, we will explore whether models of visual concepts which are learned from collections of web images can be utilized to improve the image ranking associated with a text-based query. Second, we will investigate the hypothesis that the click-patterns associated with standard web image search engines can be utilized to learn query-specific image similarity measures that support improved query-refinement performance. We will evaluate our research by constructing a prototype integrated hybrid retrieval system based on the data from 300K real-world image queries. We will conduct user-studies to evaluate the effectiveness of our learned similarity measures and quantify the benefit of our method in real world search tasks such as target search.
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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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Gerber, Karin. "Optimising the work integrated learning of student nurses." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7721.
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According to the Council on Higher Education (CHE, 2011:78) the term Work Integrated Learning (WIL) refers to an educational approach that aligns academic and workplace practices for the mutual benefit of students and workplaces. The CHE (2011:4) further describes WIL as an approach to career-focussed education that includes classroom-based and workplace-based forms of learning that are appropriate for the professional qualifications. WIL forms part of many training programmes for professions across the globe and is considered an important aspect of preparing the trainee or student to integrate theoretical learning into the clinical environment in which he or she will be building his or her career. WIL is considered crucial for the development of professional attributes and competencies needed to perform duties within the chosen profession once the trainee is qualified. Health care professions across the world employ WIL in clinical areas as an integral part of their curricula and nursing specifically is one of the health care professions that utilise a large component of WIL for clinical development of the student nurses. In South Africa, student nurses are currently placed in a variety of clinical settings in order to obtain the required and regulated clinical experience that work integrated learning should offer them. However, anecdotal evidence indicated that student nurses from the various Nursing Education Institutions in Nelson Mandela Bay experienced difficulty in finding adequate opportunities to develop their newly acquired skills when in the clinical areas and reported great difficulties in achieving their WIL outcomes. The aim of this study was to explore and describe the student nurses’ experiences of work integrated learning in various clinical areas in the Nelson Mandela Bay. This study followed a qualitative, exploratory, descriptive and contextual design with two phases. Thirty-five student nurses in their third and fourth-year were purposely sampled. In phase one data was collected using two steps, where the first step comprised using naïve sketches. During the second step interviews were done by means of focus groups using semi-structured questions and responsive interviewing. Data was transcribed verbatim and analysed thematically using Tesch’s method of analysis. In phase two recommendations for nurse educators to optimise WIL were formulated. The following three themes and related sub-themes emerged from the analysis: 1) Student nurses experienced a multitude of challenges in the clinical placement areas (CPA) and at the nursing education institution (NEI) that negatively impact on their morale and hinder WIL, namely lack of resources, unsupportive learning environments, a lack of belonging and workplace violence. 2) Positive experiences resulted in motivated and enthusiastic students, namely being inspired by role models, enhanced learning when support was offered and personal growth. 3) Students offered recommendations for enabling their WIL, namely adequate mentoring and clinical support, adequate financial support related to WIL and adjusting the nursing programmes to better incorporate the students’ needs. Relevant literature and recommendations offered by the student nurses were used to formulate recommendations with action steps for nurse educators to optimise work integrated learning of student nurses.
8
Oldford, Rhona G. "Teaching and learning with technology : an integrated approach /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0013/MQ36160.pdf.
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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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Trevino-Anderson, Monika Raquel. "Mastery of sixth grade TEKS objectives through integrated learning." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1413.
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The purpose of this study was to assess learning in sixth grade students by gain
scores in science and mathematics while participating in the integrative curriculum
modules developed by the Partnership for Environmental Education and Rural Health
(PEER) Program. The PEER Program is a collaboration between the College of
Education and Applied Sciences, and the College of Veterinary Medicine at Texas A&M
University.
Two Integrated Curricular Modules provided the experimental treatment in this
study. The alliance of the PEER Program and Texas A&M University has developed a
middle school integrated curriculum based on sixth grade mathematics, science, English,
reading and social studies TEKS (Texas Essential Knowledge and Skills)-based
objectives. This multimedia curriculum incorporates the five disciplines into an
adventure narrative featuring characters similar in dynamics to its targeted population,
with problem-solving activities aimed to spark learning interests of students and
emphasize skill development.
Integrated learning allows students an alternative method to traditional or
conventional ways of learning by conceptualizing the subject matter into more than one
medium. Selected students who participated in this study were pre-tested with Texas
Assessment of Knowledge and Skills (TAKS)-related instrumentation based on TEKS
objectives. Their scores were recorded and some students were then selected to
participate as the treatment group where they were taught the PEER Programs
integrated curriculum, patterned to correspond to TEKS objectives. Post-tests were
administered to both groups, and gain scores were collected to evaluate and determine if
there was evidence that the PEER Program was successful in improving the mastery of
the TEKS objectives in mathematics and science.
Results varied in this study with findings that supported the notions that the
integrated PEER experimental modules had a positive, negative, and no effect on the
experimental populations compared to the control, or untreated population. It is
inconclusive to whether the integrated modules were effective in raising and improving
test scores based on the preparatory curriculum. Inconsistencies in the results from this
study imply that further research is needed.
11
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.
12
Lun, Suen Caesar, and 藺蓀. "An integrated approach to computer-assisted language learning (ICALL)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45014838.
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Renger, Sue. "Can person-centred learning facilitation be integrated into counselling?" Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/22413/.
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Enabling a learning process for counselling clients is regarded as a useful aim for therapists, and has been addressed by integrative therapeutic models such as CBT for example. In a humanistic setting, however, how clients learn is not so clear cut, nor is it necessarily addressed by person-centred therapists for fear of being directive. The research presented here therefore seeks to discover whether learning processes can be facilitated in a humanistic person-centred counselling relationship - both philosophically and practically. Carl Rogers had much to say on the subject of person-centred learning facilitation in the context of the classroom, but did not apply these principles to his Client-centred therapeutic approach. Whether Rogers’ learning facilitation principles can be beneficially integrated into a person-centred, humanistic counselling relationship provides the foundation to this research. In a mixed methods approach, firstly five established educationalists (who are also Person-centred therapists), were interviewed about their views on learning facilitation in therapy. It was concluded that whilst these therapists acknowledge that learning plays a key part in therapeutic change, learning facilitation was not systematically addressed. Since goal-setting helps individuals to define learning outcomes, the second study, using a Delphi approach, sought to gain consensus from 35 humanistic therapists on what characterises a ‘fully-functioning’ client. The resulting list of 71 items was then developed into a questionnaire and card sort goal-setting exercise. Study 3, in the form of a quasi-experiment, involved 9 humanistic therapists and 23 of their clients in establishing whether the ‘fully-functioning’ learning outcomes could aid therapy through setting learning goals. Therapists who were most happy with being directive found the instruments useful in enabling client progress. Finally, a case study of one client in therapy (with the researcher) tested the use of person-centred learning facilitation techniques. A list of useful generic learning processes emerged including establishing client learning goals, enabling the client to understand her own learning style and processes, and planning for her own long term learning. In summary, it was established that facilitated learning processes based on person-centred principles can provide a philosophically and practically acceptable focus for humanistic therapy. Further, using an instrument to set learning goals was perceived to be useful by more directive humanistic practitioners. Given that the final case study tested only nine learning theories, there are now the foundations in place to develop further a ‘therapeutic learning’ methodology or meta-framework, and to research resulting benefits.
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Engel-Hills, Penelope Claire. "An integrated learning curriculum for radiography in South Africa." Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/1569.
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Thesis (DTech (Radiography))--Cape Peninsula University of Technology, 2005.The most significant changes and challenges to radiography in South Africa are rapid technological changes in the fields of imaging and radiation oncology, the changing status of radiographers as members of the multi-disciplinary health care team and the socioeconomic impact of post-apartheid ideology, policy and legislation with regard to both higher education and health provision. This altered landscape in which academic and clinical work is accomplished has impacted on radiography education. Curricula must change in order to equip graduates to work effectively in the modern workplace and the Integrated Learning Curriculum (ILC) is one such curriculum response. The traditional radiography curriculum of connecting subject-based theory education with interspersed clinical experience where there is reliance on students connecting or applying the subject content taught in the classroom to clinical practice was challenged. The ILC planned to enhance the integration of teaching, learning and assessment in the academy and workplace in a transforming South Africa. This study took advantage of the opportunity to capture data and learning from this curriculum renewal. The research was guided by the questions: I) What is the nature of radiographic knowledge? 2) What curricular options would facilitate radiographic knowledge? 3) What would enable or constrain successful curriculum implementation? 4) Is the ILC an appropriate curriculum for Radiography? This study facilitated a 'layered' understanding of integration and integrated curriculum through exploration of the concept 'integration'. This was achieved through; a national survey that investigated opinion on the status of radiography education in South Africa in 2003; interpretation of the context within which the ILC was located; a search of relevant literature; and a case study that gathered data over a three-year period. Findings support the notion that the workplace is a key influence on higher education curricula and that an integrated learning curriculum suits radiography.
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Phuthi, Nduduzo. "Enhancing quality academic practice through integrated industry-based learning." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24125.
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Universities in Zimbabwe have universally adopted a full-year integrated undergraduate student workplace-based learning pedagogy following the precedent set in 1991 by one pioneering university, the National University of Science and Technology. In this explorative study I analyse participants’ views, reflections and understanding of how the full-year model of workplace-based learning enhances quality academic practices and impacts on short, medium and long-term visions and opportunities for students and other stakeholders. I employed the embedded concurrent mixed methods research design (Creswell&Clark, 2007) using interviews with lecturers, university administrators and industry supervisors, as well as open-ended questions in three matched versions of a questionnaire to students, lecturers and industry supervisors respectively. The same questionnaire provided quantitative data that was statistically analysed. Interviews were conducted with 24 participants from the university under study, industry and other universities, while 363 university students, 40 NUST lecturers and 34 industry supervisors responded to the respective questionnaires. Students, lecturers and industry supervisors concurred on the coherence between industry experiences and university learning, the beneficial experiences at the workplace, and the relevance of those experiences to society, confirming the expressed view that industry-based learning promoted quality learning and teaching, and enabled students to become work-ready. However there were perceptions of inadequate student supervision and assessment, unsatisfactory student welfare safeguards, inadequate research enthusiasm among lecturers, and the lack of involvement of the whole spectrum of industry categories. There was an underlying regard for lifelong learning enabling societal transformation into the increasingly dominant industrialised culture. Lecturers indicated an appreciation for a holistic orientation to teaching and learning (Taylor, 2009), and were inclined towards adopting the hermeneutic approach to education (Danner, 2002). It is recommended, among other things, to revitalise effective practices through staff development efforts, increasing student knowledge and empowerment, and strengthening collaborative platforms between the university and its industry partners. Chief among the suggestions for future research is the understanding and promotion of student welfare during their placement in the workplaces.Thesis (PhD)--University of Pretoria, 2012.
Science, Mathematics and Technology Education
unrestricted
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Lewis, Jason Craig. "Dynamic Integrated Learning: Managing Knowledge Development in Road Transport." Thesis, Griffith University, 2011. http://hdl.handle.net/10072/365627.
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This investigation seeks to understand and elaborate how learners who work in
circumstances that might be described as being relatively socially isolated come to
further develop their working knowledge. The focus here is on road transport workers
(i.e. truck drivers) who often work alone, yet are faced with learning to accommodate
and respond to new work challenges and ways of working. Increasingly, these workers
are required to engage with and understand work knowledge that is represented
symbolically through computerised display systems and that requires capacities distinct
from those required by earlier generations of road transport workers. In particular, how
road transport operators learn new types of knowledge, in view of the recent
introduction to heavy road transport of technologies such as computerised engine
management systems, automatic gearboxes, and computerised displays (also known
as Driver Information Systems or DIS), is considered within this study. Moreover, given
the relative social isolation that comprises their work, it is important to understand how
the personal and social (i.e. internal and external) contributions to learning
development interact in this process of learning.
The road transport sector has been quick to introduce new technology into its
operations, which is changing the way information and knowledge is presented to
drivers, from the “old” technology where it was explicit, to the “new” technology where
the knowledge required for performance is abstract, remote, and “hidden”.
Subsequently, these drivers' ways of thinking and learning must change to make the
transition from the old technology to the new. So, while technologies have been
introduced to manage emissions, reduce maintenance costs, increase safety, and
make road transport more economically competitive, they sit alongside increased
demands associated with vehicle utilisation. Also, integrated electronic systems have
changed how information is presented to the driver through abstract computerised
symbols. Additionally, these systems have replaced the earlier methods of driving,
which previously relied on sensory inputs such as vibrations, sound, and even smell,
and instead require a new set of cognitive skills that are reliant on a higher order of
conceptual knowledge. The ability to learn these new types of knowledge, therefore,
has implications for developing and maintaining professional competence in a rapidly
changing society.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Menzies, Victoria Jane, and n/a. "Artist-in-Residence: A Catalyst to Deeper Learning in Middle Phase Schooling." Griffith University. School of Vocational, Technology and Arts Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051130.101749.
Full textAbstract:
The study sought to investigate the nature of learning that occurs in two different approaches (integrated and non-integrated) to an artist-in-residency program. The program was conducted in middle phase schooling, and adopted the principles of authentic learning. Two year five classes and their teachers participated in the study. The residency provided learning experiences that connected to the curriculum unit theme for one year five class (integrated), but not for the other year five class (non-integrated). These experiences were designed to relate to the learner's lived experiences and promote higher-order thinking processes. The study sought to explore the potential for visual arts residencies to foster more 'authentic' modes of learning. The study examined children's ability to transfer knowledge, gained through the visual and verbal analysis of images, by manipulating and integrating diverse information and ideas. Grounded Theory was deemed to be an appropriate research methodology for this study as it involves gathering data in field settings and applying inductive methods to analyze this data. Diverse data collection strategies were implemented including: teacher stories, interviews, student reflection, researcher observations and student artworks. LeximancerTM software was selected as an instrument for analyzing data. This software was considered appropriate as it fosters a descriptive and interpretive approach to analysis. The findings of the study indicated that children who participated in the integrated artist-in-school's curriculum program demonstrated more evidence of higher-order thinking processes than children who participated in the non-integrated program. The participants undertaking the integrated approach were able to establish relatively complex relationships between the central residency concepts, demonstrating an ability to use visual and verbal codes of communication to articulate their ideas, knowledge and experiences. A further important finding identified positive student behavioural outcomes, where the integrated residency approach appeared to connect group members as small supportive learning communities. The study also identified a transition in the teacher's perspectives on teaching and learning after participating in the integrated approach. This research project has significance both nationally and internationally by investigating current practices in artist-in-schools programs that both enhance and hinder educational outcomes. The study has significance to the broader educational community in terms of its focus on the role of visual arts specialist adjuncts in maximising learning outcomes. The findings of this study could provide insight into the interrelationship between visual arts and other curriculum areas to heighten student learning outcomes. The findings of the study illustrate how particular approaches to visual art in education can enhance children's learning and development. These insights can assist artists undertaking residencies in schools, and the teachers involved, to provide richer learning experiences. The findings provide ifirther evidence to support an approach that involves close collaboration between resident artists and educators. It is recommended that the residency learning experiences are connected to the children's lived experiences and that there is social support from teachers, parents and peers. It is also argued that for a residency to be considered 'authentic', the approach requires a number of essential and valuable attributes. These essential and valuable attributes have two tiers of application which coalesce to contribute to the efficacy of a school art residency.
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Menzies, Victoria Jane. "Artist-in-Residence: A Catalyst to Deeper Learning in Middle Phase Schooling." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365864.
Full textAbstract:
The study sought to investigate the nature of learning that occurs in two different approaches (integrated and non-integrated) to an artist-in-residency program. The program was conducted in middle phase schooling, and adopted the principles of authentic learning. Two year five classes and their teachers participated in the study. The residency provided learning experiences that connected to the curriculum unit theme for one year five class (integrated), but not for the other year five class (non-integrated). These experiences were designed to relate to the learner's lived experiences and promote higher-order thinking processes. The study sought to explore the potential for visual arts residencies to foster more 'authentic' modes of learning. The study examined children's ability to transfer knowledge, gained through the visual and verbal analysis of images, by manipulating and integrating diverse information and ideas. Grounded Theory was deemed to be an appropriate research methodology for this study as it involves gathering data in field settings and applying inductive methods to analyze this data. Diverse data collection strategies were implemented including: teacher stories, interviews, student reflection, researcher observations and student artworks. LeximancerTM software was selected as an instrument for analyzing data. This software was considered appropriate as it fosters a descriptive and interpretive approach to analysis. The findings of the study indicated that children who participated in the integrated artist-in-school's curriculum program demonstrated more evidence of higher-order thinking processes than children who participated in the non-integrated program. The participants undertaking the integrated approach were able to establish relatively complex relationships between the central residency concepts, demonstrating an ability to use visual and verbal codes of communication to articulate their ideas, knowledge and experiences. A further important finding identified positive student behavioural outcomes, where the integrated residency approach appeared to connect group members as small supportive learning communities. The study also identified a transition in the teacher's perspectives on teaching and learning after participating in the integrated approach. This research project has significance both nationally and internationally by investigating current practices in artist-in-schools programs that both enhance and hinder educational outcomes. The study has significance to the broader educational community in terms of its focus on the role of visual arts specialist adjuncts in maximising learning outcomes. The findings of this study could provide insight into the interrelationship between visual arts and other curriculum areas to heighten student learning outcomes. The findings of the study illustrate how particular approaches to visual art in education can enhance children's learning and development. These insights can assist artists undertaking residencies in schools, and the teachers involved, to provide richer learning experiences. The findings provide ifirther evidence to support an approach that involves close collaboration between resident artists and educators. It is recommended that the residency learning experiences are connected to the children's lived experiences and that there is social support from teachers, parents and peers. It is also argued that for a residency to be considered 'authentic', the approach requires a number of essential and valuable attributes. These essential and valuable attributes have two tiers of application which coalesce to contribute to the efficacy of a school art residency.Thesis (Masters)
Master of Philosophy (MPhil)
School of Vocational, Technology and Arts Education
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Goss, Halima Bebe. "Wellness education : an integrated theoretical framework for fostering transformative learning." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/41842/1/Halima_Goss_Thesis.pdf.
Full textAbstract:
Optimum Wellness involves the development, refinement and practice of lifestyle choices which resonate with personally meaningful frames of reference. Personal transformations are the means by which our frames of reference are refined across the lifespan. It is through critical reflection, supportive relationships and meaning making of our experiences that we construct and reconstruct our life paths. When individuals are able to be what they are destined to be or reach their higher purpose, then they are able to contribute to the world in positive and meaningful ways. Transformative education facilitates the changes in perspective that enable one to contemplate and travel a path in life that leads to self-actualisation. This thesis argues for an integrated theoretical framework for optimum Wellness Education. It establishes a learner centred approach to Wellness education in the form of an integrated instructional design framework derived from both Wellness and Transformative education constructs. Students’ approaches to learning and their study strategies in a Wellness education context serve to highlight convergences in the manner in which students can experience perspective transformation. As they learn to critically reflect, pursue relationships and adapt their frames of reference to sustain their pursuit of both learning and Wellness goals, strengthening the nexus between instrumental and transformative learning is a strategically important goal for educators. The aim of this exploratory research study was to examine those facets that serve to optimise the learning experiences of students in a Wellness course. This was accomplished through three research issues: 1) What are the relationships between Wellness, approaches to learning and academic success? 2) How are students approaching learning in an undergraduate Wellness subject? Why are students approaching their learning in the ways they do? 3) What sorts of transformations are students experiencing in their Wellness? How can transformative education be formulated in the context of an undergraduate Wellness subject? Subsequent to a thorough review of the literature pertaining to Wellness education, a mixed method embedded case study design was formulated to explore the research issues. This thesis examines the interrelationships between student, content and context in a one semester university undergraduate unit (a coherent set of learning activities which is assigned a unit code and a credit point value). The experiences of a cohort of 285 undergraduate students in a Wellness course formed the unit of study and seven individual students from a total of sixteen volunteers whose profiles could be constructed from complete data sets were selected for analysis as embedded cases. The introductory level course required participants to engage in a personal project involving a behaviour modification plan for a self-selected, single dimension of Wellness. Students were given access to the Standard Edition Testwell Survey to assess and report their Wellness as a part of their personal projects. To identify relationships among the constructs of Self-Regulated Learning (SRL), Wellness and Student Approaches to Learning (SAL) a blend of quantitative and qualitative methods to collect and analyse data was formulated. Surveys were the primary instruments for acquiring quantitative data. Sources included the Wellness data from Testwell surveys, SAL data from R-SPQ surveys, SRL data from MSLQ surveys and student self-evaluation data from an end of semester survey. Students’ final grades and GPA scores were used as indicators of academic performance. The sources of qualitative data included subject documentation, structured interview transcripts and open-ended responses to survey items. Subsequent to a pilot study in which survey reliability and validity were tested in context, amendments to processes for and instruments of data collection were made. Students who adopted meaning oriented (deep/achieving) approaches tended to assess their Wellness at a higher level, seek effective learning strategies and perform better in formal study. Posttest data in the main study revealed that there were significant positive statistical relationships between academic performance and total wellness scores (rs=.297, n=205, p<.01). Deep (rs=.343, n=137, p<.01) and achieving (rs=.286, n=123, p<.01) approaches to learning also significantly correlated with Wellness whilst surface approaches had negative correlations that were not significant. SRL strategies including metacognitive selfregulation, effort, help-seeking and critical thinking were increasingly correlated with Wellness. Qualitative findings suggest that while all students adopt similar patterns of day to day activities for example attending classes, taking notes, working on assignments the level of care with which these activities is undertaken varies considerably. The dominant motivational trigger for students in this cohort was the personal relevance and associated benefits of the material being learned and practiced. Students were inclined to set goals that had a positive impact on affect and used “sense of happiness” to evaluate their achievement status. Students who had a higher drive to succeed and/or understand tended to have or seek a wider range of strategies. Their goal orientations were generally learning rather than performance based and barriers presented a challenge which could be overcome as opposed to a blockage which prevented progress. Findings from an empirical analysis of the Testwell data suggest that a single third order Wellness construct exists. A revision of the instrument is necessary in order to juxtapose it with the chosen six dimensional Wellness model that forms the foundation construct in the course. Further, redevelopment should be sensitive to the Australian context and culture including choice of language, examples and scenarios used in item construction. This study concludes with an heuristic for use in Wellness education. Guided by principles of Transformative education theory and behaviour change theory, and informed by this representative case study the “CARING” heuristic is proposed as an instructional design tool for Wellness educators seeking to foster transformative learning. Based upon this study, recommendations were made for university educators to provide authentic and personal experiences in Wellness curricula. Emphasis must focus on involving students and teachers in a partnership for implementing Wellness programs both in the curriculum and co-curricularly. The implications of this research for practice are predicated on the willingness of academics to embrace transformative learning at a personal level and a professional one. To explore students’ profiles in detail is not practical however teaching students how to guide us in supporting them through the “pain” of learning is a skill which would benefit them and optimise the learning and teaching process. At a theoretical level, this research contributes to an ecological theory of Wellness education as transformational change. By signposting the wider contexts in which learning takes place, it seeks to encourage changing paradigms to ones which harness the energy of each successive contextual layer in which students live. Future research which amplifies the qualities of individuals and groups who are “Well” and seeks the refinement and development of instruments to measure Wellness constructs would be desirable for both theoretical and applied knowledge bases. Mixed method Wellness research derived and conducted by teams that incorporate expertise from multiple disciplines such as psychology, anthropology, education, and medicine would enable creative and multi-perspective programs of investigation to be designed and implemented. Congruences and inconsistencies in health promotion and education would provide valuable material for strengthening the nexus between transformational learning and behaviour change theories. Future development of and research on the effectiveness of the CARING heuristic would be valuable in advancing the understanding of pedagogies which advance rather than impede learning as a transformative process. Exploring pedagogical models that marry with transformative education may render solutions to the vexing challenge of teaching and learning in diverse contexts.
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Johansen, Anne-Marte Furmyr. "Interaction in Integrated Operations : from a relational and learning perspective." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for voksnes læring og rådgivningsvitenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-15017.
Full textAbstract:
In this thesis I inquire how an interdependent relationship is perceived to affect virtual team member’s interaction and the process of developing knowledge in the team. In order to explore these issues a qualitative case study was conducted and data gathered through the subjective experiences of team members constituting a virtual team in Statoil through the following research question: How is the interdependent relationship between virtual team members perceived to affect interaction and the process of developing knowledge in the team? In this thesis an interdependent relationship is understood as team members relating to each other as individuals that are mutually dependent on and responsible for the team’s actions. This interdependent relationship is the fundament for interaction in which team members build on and refine each other’s ideas and knowledge in order to reach their common goals and objectives. Principles from dialogue techniques, by the concepts of perspective making and perspective taking, are elaborated as a means to support interdependent interaction and knowledge creation in the virtual team. The empirical findings in this particular case study suggest that the informants perceive their interdependent and technologically mediated relationship to represent both challenges and possibilities in relation to their interaction and the process of developing knowledge within the team. Further, acknowledging this interdependent relationship and having the capacity to take the other’s perspective, seems decisive in order to develop shared understanding, complementary knowledge and high-quality decisions in the virtual team. The main findings in this study are: The interdependent relationship between the virtual team members is perceived characterized by involvement, vulnerability, power and shared responsibility Trust is seen as a vital precondition for interaction between the interdependent virtual team members Developing a shared situational understanding through listening to other’s perspectives seems crucial in order to utilize the potential for developing knowledge in the virtual team
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Proust, Katrina Margaret, and kproust@cres10 anu edu au. "Learning from the past for sustainability: towards an integrated approach." The Australian National University. Centre for Resource and Environmental Studies, 2004. http://thesis.anu.edu.au./public/adt-ANU20050706.140605.
Full textAbstract:
The task of producing policies for the management of Earth’s natural resources is a problem of the gravest concern worldwide. Such policies must address both responsible use in the present and the sustainability of those finite resources in the future. Resources are showing the adverse results of generations of exploitation, and communities fail to see the outcomes of past policies that have produced, and continue to produce, these results. They have not learned from past policy failures, and consequently fail to produce natural resource management (NRM) policies that support sustainable development.¶
It will be argued that NRM policy makers fail to learn from the past because they do not have a good historical perspective and a clear understanding of the dynamics of the complex human-environment system that they manage. It will also be argued that historians have not shown an interest in collaborating with policy makers on these issues, even though they have much to offer. Therefore, a new approach is proposed, which brings the skills and understanding of the trained historian directly into the policy arena.¶
This approach is called Applied Environmental History (AEH). Its aims are to help establish an area of common conceptual ground between NRM practitioners, policy makers, historians and dynamicists; to provide a framework that can help NRM practitioners and policy makers to take account of the historical and dynamical issues that characterise human-environment relationships; and to help NRM practitioners and policy makers improve their capacity to learn from the past.
Applied Environmental History captures the characteristics of public and applied history and environmental history. In order to include an understanding of feedback dynamics in human-environment systems, it draws on concepts from dynamical systems theory. Because learning from the past is a particular form of learning from experience, AEH also draws on theories of cognitive adaptation.¶
Principles for the application of AEH are developed and then tested in an exploratory study of irrigation development that is focused on the NRM issue of salinity. Since irrigation salinity has existed for centuries, and is a serious environmental problem in many parts of the world, it is a suitable NRM context in which to explore policy makers' failure to learn from the past. AEH principles guide this study, and are used, together with insights generated from the study, as the basis for the design of AEH Guidelines.
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Cole, Bryan T. "Integrated machine learning and signal understanding for movement disorder recognition." Thesis, Boston University, 2012. https://hdl.handle.net/2144/31529.
Full textAbstract:
Thesis (Ph.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
In this thesis, we establish that the IPUS approach for the Integrated Processing and Understanding of Signals can be used to address the signal representation challenges in an application involving complex biosignals from a highly unscripted and unconstrained real-world environment. Specifically. we have designed an IPUS-based system to detect movement disorders on a per-second basis in Parkinson's disease (PD) patients wearing small numbers of surface electromyographic (sEMG) and triaxial accelerometric (ACC) sensors. It is also designed to operate without the need for any patient-specific training. When evaluated on a database of 44 hours of sensor signals, our system is found to yield detection error rates significantly below 10% for each of the movement disorders. Such low error rates have previously been reported only for systems that severely constrain the physical activities performed by the PD patients. In developing the signal processing for the IPUS system, we first established that various short-term autocorrelation-based features of the sElVIG and ACC signals are an appropriate basis for the classification of tremor, dyskinesia, and freezing-of-gait. Next, as a key innovation within the IPUS approach, we designed machine learning algorithms (dynamic neural networks, dynamic support vector machines, and hidden Markov model algorithms) that on the basis of those features produce numerical ratings between -1 and + 1 for every one second of the input data. We then designed rule-based signal understanding algorithms that convert the sequences of ratings into inferences about the presence or absence of the disorders and that detect various conditions that are then used as triggers to prompt changes in the signal processing. This triggering mechanism completes the IPUS loop for changing the signal processing on the fly, on a per-need basis. In conclusion, the research results presented in this thesis illustrate the power of combining machine learning algorithms and !PUS-based adaptation of signal processing in order to successfully address a complex biosignal application. Our results also constitute a proof of principle and a potential blueprint for the development of solutions to other complex real-world biosignal problems.
2031-01-01
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Shayegh, Soheil. "Learning in integrated optimization models of climate change and economy." Diss., Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/54012.
Full textAbstract:
Integrated assessment models are powerful tools for providing insight into the interaction between the economy and climate change over a long time horizon. However, knowledge of climate parameters and their behavior under extreme circumstances of global warming is still an active area of research. In this thesis we incorporated the uncertainty in one of the key parameters of climate change, climate sensitivity, into an integrated assessment model and showed how this affects the choice of optimal policies and actions. We constructed a new, multi-step-ahead approximate dynamic programing (ADP) algorithm to study the effects of the stochastic nature of climate parameters. We considered the effect of stochastic extreme events in climate change (tipping points) with large economic loss. The risk of an extreme event drives tougher GHG reduction actions in the near term. On the other hand, the optimal policies in post-tipping point stages are similar to or below the deterministic optimal policies. Once the tipping point occurs, the ensuing optimal actions tend toward more moderate policies. Previous studies have shown the impacts of economic and climate shocks on the optimal abatement policies but did not address the correlation among uncertain parameters. With uncertain climate sensitivity, the risk of extreme events is linked to the variations in climate sensitivity distribution. We developed a novel Bayesian framework to endogenously interrelate the two stochastic parameters. The results in this case are clustered around the pre-tipping point optimal policies of the deterministic climate sensitivity model. Tougher actions are more frequent as there is more uncertainty in likelihood of extreme events in the near future. This affects the optimal policies in post-tipping point states as well, as they tend to utilize more conservative actions. As we proceed in time toward the future, the (binary) status of the climate will be observed and the prior distribution of the climate sensitivity parameter will be updated. The cost and climate tradeoffs of new technologies are key to decisions in climate policy. Here we focus on electricity generation industry and contrast the extremes in electricity generation choices: making choices on new generation facilities based on cost only and in the absence of any climate policy, versus making choices based on climate impacts only regardless of the generation costs. Taking the expected drop in cost as experience grows into account when selecting the portfolio of generation, on a pure cost-minimization basis, renewable technologies displace coal and natural gas within two decades even when climate damage is not considered in the choice of technologies. This is the natural gas as a bridge fuel scenario, and technology advancement to bring down the cost of renewables requires some commitment to renewables generation in the near term. Adopting the objective of minimizing climate damage, essentially moving immediately to low greenhouse gas generation technologies, results in faster cost reduction of new technologies and may result in different technologies becoming dominant in global electricity generation. Thus today’s choices for new electricity generation by individual countries and utilities have implications not only for their direct costs and the global climate, but also for the future costs and availability of emerging electricity generation options.
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Xavier, Luciana Yokoyama. "Social learning as a process to foster Integrated Coastal Management." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/21/21134/tde-13032018-142751/.
Full textAbstract:
Integrated coastal and ocean management (ICM) requires new management systems where social learning (SL), the joint and collaborative learning trough interaction, is a key element. The occurrence of SL and the factors that affect it were investigated by documentary analysis, observation of ongoing processes and accessment of the perception of people involved with the participatory management of a marine protected area (MPA) in Brazil. The general hypothesis is that SL can qualify participation and improve ICM. To test it, this research characterized the management of the MPA, identifying SL processes and how they were fostered/hindered, with special attention to the role of research and educational institutions and the promotion of knowledge exchange. SL was evidenced by changes in knowledge, perception of the complexity of the system, social context and in the development of new understandings among the stakeholders involved in the processes, leading to strong social organization, social empowerment and institutional changes, promoting social capital. To improve ICM through SL, five strategies are proposed: promote diverse participation, not limited to official membership; promote simultaneous discussions in small groups; favor interaction processes over rapid solutions; explore common interests; explore different roles, especially with reference to research and educational organizations.A gestão costeira integrada (GCI) demanda novos sistemas de gestão onde a aprendizagem social (AS), a aprendizagem conjunta e colaborativa que ocorre por meio de interação, é um elemento-chave. A ocorrência de AS e os fatores que a afetam foram investigados por meio de análise documental, observação de processos em andamento e levantamento da percepção dos indivíduos envolvidos com a gestão participativa de uma área marinha protegida (AMP) no Brasil. A hipótese central é que AS pode qualificar a participação e aprimorar a GCI. Esta pesquisa caracterizou a gestão da AMP e identificou processos de AS e como eles foram favorecidos/prejudicados, com atenção especial ao papel de instituições de ensino e pesquisa e à promoção de troca de conhecimento. A AS foi evidenciada por mudanças no conhecimento, percepção da complexidade do sistema, contexto social e construção de entendimentos coletivos, fortalecendo a organização social, empoderamento social e mudanças institucionais, promovendo o capital social. Para aprimorar a GCI por meio de AS são propostas cinco estratégias: promover diversidade de participação; promover a discussão simultânea de vários problemas; favorecer processos de interação à soluções rápidas; explorar interesses comuns; explorar diferentes papéis, especialmente considerando as organizações de ensino e pesquisa.
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Bronkhorst, Joseph Victor. "Work-integrated learning in Civil Engineering: an activity theoretical study." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1979.
Full textAbstract:
THESIS
submitted in fulfilment of the degree
DOCTOR OF EDUCATION
in the
Faculty of Education and Social Sciences
Cape Peninsula University of Technology
2013The aim of this research is to present recommendations for knowledge and practice relations between Further Education and Training (FET) colleges and Civil Engineering (CE) workplaces, and to present a work-integrated learning (WIL) model that could assist with the preparation of CE students for the workplace. Recently, FET colleges have been under the spotlight in terms of student preparedness for the CE workplace. Many questions have been posed by students studying at FET colleges and by CE workplace supervisors in respect of whether the current CE curriculum adequately prepares students for the workplace, or whether the curriculum has become obsolete in terms of knowledge and practice relations. The CE industry is of the opinion that students are insufficiently prepared in terms of skills and knowledge. In the light of this uncertainty, I researched the learning taking place at FET colleges and CE workplaces. I examined similarities and differences in the learning environment of the students. The research provides a theoretical overview of Activity Theory (AT) and its principle of contradictions. The lens of AT and its contradictions provide a versatile tool to enquire into various aspects of WIL, taking into account individual and institutional perspectives, as well as changes over time. Activity Theory and its principle of contradictions provide insights into how transformation may occur within Activity Systems (ASs) in a CE context. The study was conducted over a number of years with participants from three ASs, namely, the classroom, workshop/college yard and workplace. During the research, this study proposed a conceptual framework, rooted in AT, and substantiated by empirical evidence, for describing and analysing the learning taking place in the FET college sector and within the CE workplace environment. The analysis focuses on the perceptions of learning taking place in the ASs. Results reveal a knowledge and practice divide, mediated by AS elements of mediating artefacts, object, subject, division of labour, community and rules. Through a particular focus on the contradictions of the elements of an AS which occur, the objective for this study was to determine ‘knowledge and practice relations’. The components of knowledge and practice are extremely isolated, and by bringing the argument and the empirical findings together, the findings propose: Links between knowledge(‘the classroom’) and practice(‘the workplace’) The surfacing of the disconnect between knowledge and practice between the FET college sector and the CE workplace supports the idea of establishing links between these two sectors. This collaboration could be the turning point in better preparing students for the workplace. Policy formulation and implementation The need for policy review to enhance the integration of knowledge and practice relations in the sector has become apparent. Colleges are expected to undergo a radical transformation and to make major contributions to policy. However, these institutions are new and fragile, and are based on historically weak predecessors. Much of the reform process is oblivious of the connections between college and workplace. The research has established that both CE industries and FET colleges should ensure that they increase their involvement with and participation in the provision of adequately preparing students for the workplace in the Western Cape Province.
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Nivens, Ryan Andrew, Laura Robertson, and Alissa Lange. "Using Teacher Perspectives to Develop Integrated Lessons in STEM Learning." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2650.
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Robertson, Laura, Eric Dunlap, Ryan A. Nivens, and Kelli Barnett. "Sailing into Integration: Planning and Implementing Integrated 5E Learning Cycles." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5924.
Full textAbstract:
Robertson et al detail a 5E learning cycle integrating science and mathematics challenges and engages second-grade students in designing sail cars to solve an engineering problem. Students create and use line plots to organize their data to evaluate the strengths and weakness of their design solutions. Three strategies were used to plan for successful integration in a 5E learning cycle. Integrating the STEM fields can increase student interest and learning, and our experiences with this integrated project support this finding.
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Su, Chuang. "Integrated Experimental Methods and Machine Learning for Tire Wear Prediction." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/99929.
Full textAbstract:
A major challenge in tire research, is tire wear modeling. There are too many factors affecting tire wear, and part of those factors are difficult to be accurately expressed in physics and math.
The objective of this research is to develop a machine learning based rubber sample wear model, and find the correlation between sample wear and tire wear. To develop this model, accurate and diverse wear data is necessary. The Dynamic Friction Tester (DFT) was designed and built for this purpose. This test machine has made it possible to collect accurate rubber sample wear data which has been validated under different conditions. Wear tests under diverse test conditions were conducted, and the test data were used to train machine learned based wear models with different algorithms, such as Neural Networks and Support Vector Machines. With test-proved wear behavior classification as additional input, and feature selection, performance of the trained rubber sample wear model has been further improved.
To correlate rubber sample wear and tire wear, a set of correlation functions were developed and proposed. By validating the correlation functions using tire wear test data collected on roads, this research contributes a fast and economical approach to predict tire wear.Doctor of Philosophy
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Budd, Jean. "Beyond academics - is community engagement possible through work integrated learning?" Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20724.
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The purpose of this study was to investigate whether two work integrated learning modules were the appropriate means to achieve community engagement ends, and to what extent the introduction of an NGO component in the WIL curriculum raised awareness or understanding of community engagement amongst the students at a private higher educational institution. Theoretical fields that guided the research included community engagement studies by Butin(2010) and Lazarus (2008), experiential learning literature encompassing work integrated learning, and the literature on service learning and transformative learning with a particular focus on Kolb's (1984) experiential learning cycle and the important role of critical reflection. This was a single case study conducted at a private higher education institution, which employed qualitative research methodology to analyse two work integrated learning modules. McCowan's (2008) curricular transposition framework was used to analyse whether the community engagement ideal was realised, and to identify any disjunctures that inhibited its implementation and realisation. To accomplish this four groups of participants were interviewed, each representing a different stage in McCowan's model. These were curriculum developers, work integrated learning lecturers, students from each work integrated learning module and a representative from the chosen NGO. From their perspectives key themes emerged revolving around levels of conviction of all stakeholders, forms of learning and degrees of student transformation. All of these indicated disjunctures between the "ideal" and what was actually achieved, and these acted as constraining factors which affected the transposition from ideal to real. My data suggests that WIL modules can be an appropriate means to achieve community engagement ends, but the "ideal" needs to have the support of all stakeholders and should be embedded firmly in the curriculum. The data also shows that because of the lack of conviction on the part of all stakeholders the community engagement awareness or understanding happened almost implicitly, as part of the hidden curriculum. Additionally, even though some awareness of community engagement did occur for students, the superficiality of the NGO engagement provided a superficial student experience. The evidence points to the conclusion that the use of work integrated learning modules as a means to promote community engagement awareness was moderately successful, but a lot more needs to be done to make it a viable and worthwhile option. Belief in the concept, clarity on goals and objectives, proper training and development of lecturers, constructive feedback loops, more intensive NGO engagement and support from all stakeholders involved are issues that need to be addressed to move towards realisation of the "ideal".
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Lange, Alissa A., Lynn Lodien, and Anne Lowe. "The Worms Are Dancing! An Integrated Learning Experience with Preschoolers." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6020.
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Lange, Alissa A., Lynn Lodien, and Anna Lowe. "The Worms Are Dancing! An Integrated Learning Experience with Preschoolers." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6020.
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Lange, Alissa A. "The Worms Are Dancing! An Integrated Learning Experience with Preschoolers." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6020.
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Mmela, Edith. "Implementing Integrated Literacy Approaches in an English Classroom in Malawi." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28025.
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The purpose of the study was to discover how teachers learn to teach. This was done through the process of answering the question â How does a teacher acting as a co-researcher come to understand the learner-centered integrated literacy approaches in an English classroom in Malawi?â The learner-centered integrated literacy approaches is a concept derived from a constructivist philosophy of teaching. English is an important language in Malawi because it is the official language (Kayambazinthu, 1998). For that reason children are motivated to learn it as a second language. However, their achievement in English is critically low (Banda, Mchikoma, Chimombo, & Milner, 2001;Kishindo, Susuwere, Ndalama & Mwale, 2005; Williams, 1993). According to Ministry of Education and UNICEF (1998) and Williams (1993) teachersâ complete reliance on traditional teacher-centered approaches was believed to be one of the major causes of school childrenâ s failure to acquire English as a second language for their literacy development in Malawi. The assumption was that improving teacher practice by introducing constructivists-based, learner-centered, integrated literacy approaches, which are believed to be more effective for second language learning, than the former, would illuminate how teachers learn and ultimately improve teacher education practices and consequently teacher English teaching in the classroom.
Data were collected from pre- and post-study interviews, a series of audio taped lesson planning and lesson reflections, lesson observation summaries, and a researcherâ s journal. Data analysis and interpretation suggested that teacher learning is a gradual developmental process that depended very much on other interlaced processes of collaboration, inquiry, and reflective practice. It also demonstrated that the learner-centered integrated literacy approaches of the constructivism-based philosophy, which are also included in the Malawi curriculum but implementation is still a challenge in the primary classes, are possible. The results and process of the study could be used to improve teacher learning in Malawi. Finally, the study experience has illuminated the need for more exploration in the new areas of growth in English literacy.Ph. D.
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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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Steinbeiss, G. J. (Gregor-Jan). "Minecraft as a learning and teaching tool:designing integrated game experiences for formal and informal learning activities." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201704081448.
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Research has shown the educational benefits of using the video game Minecraft in areas such as sciences and educational purposes as a teaching tool to transfer knowledge. Most studies, however, address the issue from an external perspective, rather than a student-centred perspective by evaluation from the researchers’ or teachers’ perspectives. This leads to a gap of data from the participants’ perspective and its usage in education. Those studies discuss how Minecraft is used as a simple teaching tool by filling it with content. Likewise, little research has studied in detail about the pedagogical designs of the virtual learning environments, or the design of the content within the game. This study aims at examining how the chosen content design and playability of the online learning environments influence the formal and informal learning outcome of a student in Minecraft. It looks at challenges faced by teachers and students by using those designs as a tool for transferring knowledge and how those challenges are dealt with during the study. In addition, the “Steinbeiß-Ruotsalainen Model for Formal, Non-Formal and Informal Learning with Minecraft” will be introduced and validated. In order to do so, a design-based research project was carried out, including six face-to-face interventions. 16 students participated in those interventions and had the opportunity to access to the online content 24 hours a day over a time period of three months. The presented data was collected through observations, video data, interviews and a survey. Based on the results of the study, the research showed that gamified designed learning environments in Minecraft benefit informal and formal learning experiences. It was observed that the designed reward-based learning environments can function as a motivational tool during the formal and informal learning phases. The introduced “teacher as an online facilitator” can support the learning outcome during formal and informal learning phases in Minecraft. It was concluded that spatially divided designs for learning environments can benefit formal learning, and that designing a learning environment by simply providing content can benefit informal learning. Designs facilitating an online society in Minecraft can create opportunities to establish social connections, and self-regulated learning benefits the learning outcome. It was observed that children need time to adapt to newly designed learning environments in Minecraft, and those with previous gaming experience do not necessarily benefit more than others. Clear rules on the Minecraft-server are needed to be implemented in order to maintain a successful learning environment. By linking theory and research results it was concluded that the “Steinbeiß-Ruotsalainen Model” can be used as a cornerstone for designing educational content in the game and for further research attempts in Minecraft based on design-based research.
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Cameron, Craig. "Work Integrated Learning: A Study of Risk Management by University Lawyers." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366441.
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This thesis explores risk management by Australian university lawyers within the specific context of work integrated learning (WIL) programs. In particular this thesis examines what legal risks university lawyers manage, how university lawyers manage these risks and the factors which may influence their risk management in relation to WIL programs.
WIL is a strategic risk pursued by universities in the prevailing higher education environment, which is characterised by competition, changes in funding arrangements
and stakeholder demand for WIL. However the strategic opportunities that WIL presents cannot be achieved without the university taking on unavoidable and distinct legal risks that may have serious financial and reputational consequences for the university. The challenge for universities is to maximise the strategic opportunity that WIL presents but to minimise the risks it entails. University lawyers are involved with meeting that challenge as part of their internal delivery of legal services to the university. Despite this important role, the work of university lawyers remains largely unexplored in the literature – risk management in relation to WIL programs is predominantly addressed from the perspective of WIL staff, not university lawyers.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Wessels, M. L., and J. M. Jacobsz. "Reconceptualisation of cooperative education at the Tshwane University of Technology : a case study." Journal for New Generation Sciences, Vol 9, Issue 2: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/594.
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Published ArticleIn universities of technology there is much confusion regarding the concept cooperative education and related terminology. The aim of this article is to offer a conceptual alternative for cooperative education, based on findings from the literature, workshops conducted institutionally and nationally in universities of technology and supported by a PhD study conducted by the first author. The findings suggest an alternative approach towards the conceptual understanding of cooperative education and its associated components. In addition, the proposed conceptual framework provides a directive towards structural development and managing applicable learning types in a university of technology environment with regard to work-integrated learning and service learning.
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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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Heal, Ronald J. "Functionally Integrated Neural Dynamics (FIND) : the basis for visuospatiomotor sequence learning." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401081.
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Rodela, Romina. "Integrated rural development: Protected areas and their potential for social learning." Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488576.
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This thesis is an interdisciplinary attempt to refine the understanding of social learning processes in relation to the management of protected areas. In this, it draws on theories ot integrated rural development, environmental governance, participatory decision-making and social capital and develops a multi-level framework. The framework is tested in empirical applications.
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Mendoza, Gretchen Marie. "Fostering trust in technical services through integrated, collaborative and contextual learning." Research Showcase @ CMU, 2011. http://repository.cmu.edu/theses/23.
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Trust is an intrinsic component of any loyal “consumer friendship” between customers and service providers, and is a by-product of shared understanding. Nowhere is the notion of trust more relevant than in technical service—such as professional legal practice, architecture, medical care and auto repair—where the primary commodities exchanged are specialized knowledge, equipment and skills. A common challenge in dialogue between expert providers and novice customers in this context is meaningful sharing of technical information. A successful exchange requires care in representation, language, attitude, delivery and timing. Furthermore, with communication breakdowns, trust falters, and business relationships run the risk of falling apart.
Rather than relying on simple transactional exchanges of information in service, a customer’s journey could be enriched by framing service touchpoints as individual opportunities for learning. Learning activities occur in everyday life via interactions with society, artifacts or programs, and often involve the pursuit of knowledge or skills without the structure of a formal curriculum. This study explores how learning might function as a channel for strengthening multi-faceted trust relations in service through integration into programs and artifacts.
In this project, an auto repair shop was investigated as a case study in technical service, given its long inglorious history of customer mistrust. Through exploration in the context of a local mechanic shop, prototypes for experiential and transformative service learning were implemented, tested, and re-shaped into a four-part framework designed to improve technical communications
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Hall, Jason Lee. "Application of learning algorithms to traffic management in integrated services networks." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/1446/.
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Chang, Yi Tan. "A Study of Machine Learning Approaches for Integrated Biomedical Data Analysis." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83813.
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This thesis consists of two projects in which various machine learning approaches and statistical analysis for the integration of biomedical data analysis were explored, developed and tested. Integration of different biomedical data sources allows us to get a better understating of human body from a bigger picture. If we can get a more complete view of the data, we not only get a more complete view of the molecule basis of phenotype, but also possibly can identify abnormality in diseases which were not found when using only one type of biomedical data. The objective of the first project is to find biological pathways which are related to Duechenne Muscular Dystrophy(DMD) and Lamin A/C(LMNA) using the integration of multi-omics data. We proposed a novel method which allows us to integrate proteins, mRNAs and miRNAs to find disease related pathways. The goal of the second project is to develop a personalized recommendation system which recommend cancer treatments to patients. Compared to the traditional way of using only users' rating to impute missing values, we proposed a method to incorporate users' profile to help enhance the accuracy of the prediction.Master of Science
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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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Elom, Roslynn Darnell. "Increasing Inclusive Students' Achievement Through Use of USATestPrep's Integrated Learning Systems." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3878.
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Integrated learning systems (ILS) are effective ways to increase academic achievement for students, including those with disabilities. However, many teachers do not fully or properly implement this type of educational technology in their classroom teaching. The purpose of this qualitative bounded case study was to examine the perceptions of high school educators and administrators toward ILS use. The study was grounded in Ely's conditions of change theory. Research questions focused on educators' perceptions of barriers toward implementation of an ILS in the classroom. Participants included 8 inclusive secondary school teachers and 2 local administrators in a rural school system in a southeastern U.S. state. Administrator participants were familiar with the ILS USATestPrep (UTP) and teacher participants had either limited or discontinued their use of that ILS in the classroom. Data were collected through the use of semi structured interviews and then analyzed for key themes. Findings showed that barriers of time, leadership, and available resources affected full implementation of the technological program in the local setting. Recommendations for future technology implementation included encouraging school leaders to provide teachers with time for implementation and pursue grant funding to minimize the impact of insufficient technological resources. Improving access to an ILS such as UTP may help teachers enhance the learning of students including those with disabilities and foster positive student successes and social change in the school and community environments.
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Nguyen, Trung, Keith Paustian, M. Francesca Cotrufo, Eugene Kelly, Stephen Leisz, and Christian Davies. "Integrated Assessment of Agricultural Ecosystems Using Simulation-Optimization and Machine Learning." Thesis, Colorado State University, 2018. https://hdl.handle.net/10217/191373.
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Agriculture provides many ecosystem services to human society but is also a major cause of environmental degradation. The key challenge of modern agricultural production is to meet projected increases in global demands for food, water, and energy in sustainable ways. Sustainable agricultural production requires integrated decision-support tools and rigorous assessment methods to improve the efficiency of natural resource management while minimizing its impacts to society and long-term ecosystem health. This dissertation focuses on developing methodology and modeling tools to support decision-making for sustainable agricultural resource management. The Millennium Ecosystem Assessment is used as a guiding framework for all the model development. The dissertation balances between the communication of the integrated assessment methodology and the presentation of the modeling techniques through four independent case studies. The first study links biogeochemical models with life cycle assessment (LCA) to explore the impact of regionally-specific ecosystem carbon stock changes associated with cassava cultivation for ethanol production in Vietnam. The second study couples biogeochemical models with GIS and optimization algorithms to conduct a high-resolution, spatially-explicit trade-off analysis of ecosystem services for irrigated corn production systems in the South Platte River Basin, Colorado, USA. The derived modeling platform is named the “Agricultural Ecosystem Service Optimization” (Ag-EcoSOpt). The third study integrates LCA into the Ag-EcoSOpt for a life-cycle-based optimization of feedstock landscape design for a hybrid corn grain- and stover-based ethanol production system at Front Range Energy biorefinery, Windsor, Colorado, USA. The last study develops a surrogate-based optimization framework for Ag-EcoSOpt to reduce the computational burden of large-scale landscape analyses. The study explores the trade-offs among seven management objectives of the irrigated corn production systems in Colorado, USA at different spatial scales.
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Wang, Yen-Ting, and 王嬿婷. "Seamlessly integrated annotation learning system." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/41225607053471400161.
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碩士國立中央大學
資訊工程學系碩士在職專班
95
With recent advances in Internet Technology , we can search any information by web.Therefore, information on web will be a well source of learning materials.We can use suitable assisted learning tools to write and record annotations of learning materials and that can promote user’s thinking structure.This way will let us to get a lot of Multiplier effect. In this study, a assisted learning Web-Based system was designed and implemented. This system have combined traditional document.We expect this way can facilitate learning and achieve a seamless learning environment. The system can be divided into three parts.In the first part of the study, the print program system was designed and implemented.Users can preview and print the learning material on web which users want to study. In the second part, a handwriting control system named “Integrated Pen System; IPen” was designed and implemented. Ipen system and digital pen replace the traditional keyboard and users input their annotations or notes by using digital pen to write on the paper. Users can write their ideas、annotations or graphs by digital pen on material which they printed. They can use digital pen to draw lines or highlights.In the third part, the IPen have combined VPen system.The VPen system can switch and show handwriting annotations which users writing on paper to screen. On this way we can record and trace the action of user read data on traditional documents. We can record all the process of digital learning materials and traditional paper materials, in addition, we can understand the effect of annotation behavior on learning motivation and learning result. This system apply to Web-Based learning environment. It will be combined Group learning and other learning actives in the future to promote learner’s learning motivation.
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Chiang, Hao-Tien, and 姜昊天. "Integrated Learning-Based Super Resolution." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/71289407585998299187.
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碩士國立臺灣大學
資訊網路與多媒體研究所
99
Nowadays, the requirement for image resolution increases fiercely. However, the cost of high resolution images obtained from those modern devices is usually expensive, and it is not easy for people to afford. Therefore, the techniques called “super-resolution” enhancing the low resolution image to higher one are quite important. In recent decades, many researches were dedicated in this field and plenty of algorithms were proposed. In this thesis, we present an integrated learning-based super-resolution. Learning-based super-resolution techniques model the co-occurrence patterns between the high and low resolution patches of example images to estimate the missing details for low resolution input. Our system has two parts: training phase and synthesis phase. In the training phase, we construct a database. And in synthesis phase, we retrieve some suitable data and build multi-scale self-similarity model to update the database. We choose corresponding super-resolution algorithms based on different content, and we use back-projection to enforce global reconstruction constraint, and then enhance details of the super-resolved image. Comparing to existing learning-based approaches, our proposed method significantly improves image quality, and the produced super-resolution images have sharp edges and rich details; moreover, the algorithm is very efficient.
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Liao, Wei-ling, and 廖韋綾. "Integrated English Learning Activities in Kindergarten." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/47572790940811503350.
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碩士朝陽科技大學
幼兒保育系碩士班
101
The purpose of this research is to understand the teacher’s main ideas regarding English education for young children. The researcher wants to know how to plan and implement “Integrated English learning activities”, to explore the difficulties during the process and to understand the coping strategies for solving the problems. The qualitative research was adopted. The subjects of this study include the teacher of implementing Integrated English thematic curriculum, four class teachers and students in kindergarten, and three second-year university students. The researcher collected the data through observation, video recording, in-depth personal and focused group interviews.The main conclusions of this search are as follow: 1.The teacher of the case emphasized that while planning the English curriculum for young children should taking into account the children’s interest and experiences in order to achieve the natural effectiveness. Teachers should help young children understand what is English and why they need to learn English before learning the alphabets and the vocabularies. The teacher is this case also demonstrated six ways to run out the Integrated thematic English curriculum: 1.Routine English, 2.Live English, 3.Integrated subject in English, 4. Festival English, 5.Playtime, 6.ABC English alphabet. When implementing integrated English activities, the teacher used a lot of resources including picture cards, dolls, PowerPoint, internet resources, role play, songs, toys, etc., children learn English vocabularies and sentences naturally, happily and effectively. 2.The researcher found that the difficulties of implementing “Integrated thematic English curriculum” include 1. mixed-age class, 2. play activities design, 3.teaching materials, 4.teacher preparation and 5.class management. Some strategies were suggested for resolving the problems.
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"School-Museum Integrated Learning Experiences in Science: A learning journey." University of Technology, Sydney. Teacher Education, 1998. http://hdl.handle.net/2100/254.
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The focus of this dissertation is my investigation into how primary school teachers can be guided to provide effective conditions for student learning on teacher-led school excursions to museums. The dissertation follows my learning journey, beginning with my entering experiences as a teacher, museum educator and teacher educator and then following stages of literature search, questions, action and reflection. The research design has affinity with action research and utilises an assemblage of methodologies which are empathetic with the study itself, principally observations and interviews. My thesis is that a framework based on strategies which reflect informal learning behaviours of family groups, learner-centred teaching approaches, and meaningful integration of school and museum studies, can create favourable conditions for student learning on excursions. Further, with minimal professional development, classroom teachers can implement such a framework. The first of three field studies tested my understandings about current practices on teacher-led school excursions to museums. Observations of 12 school excursions in Sydney, Australia, revealed a strong teacher orientation toward task completion rather than learning, and underlined the need to search for an alternative approach. Following a literature search on school visits to museums, social constructivist learning and teaching, and family visits, a School-Museum Learning Framework (SMLF) was designed. The SMLF was trialed in the second field study in which I was the principal teacher as well as researcher, working with a Year 5/6 class. The most significant finding was the students' recognition and declaration of their own learning in an environment in which they had choice and ownership of their learning. Consideration of the nature and measurement of learning in informal settings led to a tentative tool for indicating engagement in learning processes. In my third field study I investigated the broader application of the SMLF in four trials involving seven teachers. The teachers participated in a one-day professional development seminar and then conducted their own school-museum programs. The results showed the SMLF to be robust under a range of circumstances. My findings from the trials led to a refined flexible framework: School-Museum Integrated Learning Experiences in Science, which is based on three Guiding Principles: integration of school and museum learning; provision of conditions for self-directed learning and facilitation of learning strategies appropriate to the setting. The findings from this research have significance for students, teachers, teacher educators and museum educators.