Dissertations / Theses on the topic 'Integration of learning technologies'
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1
Elmasry, Sarah Khalil. "Integration Patterns of Learning Technologies." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29070.
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This research proposes sets of design patterns of learning environments as an innovative approach towards an intelligent architectural design process. These patterns are based on teachers’ spatial and pedagogical use of their learning environments.
The study is based in the desired condition that learning environments are expected to host learning technologies efficiently, to adapt to the fact that its life span is much longer than that of any technology within it, and to accommodate a variation of teaching modes and learning styles. In an effort to address these issues; calls for designing flexible learning spaces have emerged, as well as recommendations for alternative layouts. Yet, more challenging questions emerge; how efficiently do these technologies integrate with other systems in the classroom space? What should architects and facility planners consider for a successful systems’ integration which incorporates learning technologies in the design of the classroom space? And how can these spaces support variations in pedagogical practice. This study attempts to answer these questions by developing a pattern language to support the early design phases of a technology-rich learning environment.
The study is qualitative in nature, and based on interviews with a sample of teachers at academic year Governor’s science and technology schools in Virginia. The researcher attempts to capture problems and challenges related to occupants’ performance within the physical boundaries of the classroom when learning technologies are in use. The variation of teaching-learning modes is taken into consideration.
In this process, the researcher focuses on integration patterns of learning technologies with the envelope and the interior systems. The findings are then translated into the design language in the form of a pattern language at the building systems scale.Ph. D.
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Esterhuizen, Hendrik Daniel. "The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8736.
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North-West University in South Africa is committed to expanding use of learning technologies
for contact and distance education students by augmenting the existing NWU teaching and
learning policy with an e-learning policy. The School of Continuing Teacher Education at
North-West University is currently training about 24 000 in-service teacher students through
Open Distance Learning. Only a few students submit assignments in typed format and
seldom electronically. Students rarely use electronic technologies to augment their learning,
and the SCTE employs few to support students. This does not comply with the South African
Government’s policy on e-Education that demands information and communication
technology mastery in teacher training.
The aim of this research was integration of learning technologies in open distance learning at
SCTE NWU through recommendations compiled in a sociologically transformative emergent
implementation framework. The researcher followed a concurrent mixed-method
sociologically transformative approach, focussing on the use of technology for social
empowerment to cross the digital divide, through a theoretical lens of ICT for development.
The lived experience in the natural setting of distance education students, lecturers, and
involved stakeholders was used as initial data collection, informed by a continuous literature
study of emergent learning technology use.
Purposeful sampling was used during participant selection. The role of the researcher was
that of participant observer, interviewer, and human instrument, from a position of
methodological pragmatism as a method of inquiry. Using a design-based research
approach, the thesis addresses the main research question through five research papers;
each addressing one of the sub-questions as design-based research cycles, while
collectively addressing the research problem to address the main research question. Nonstandardised
measuring instruments were developed based on themes identified from
literature and the analysis of qualitative data. Significant barriers to population-wide ICT
adoption exist. Strong intentions of perseverance in attaining functional computer literacy
are evident. Support and enablement are required to promote trust to attempt using
computers, necessary to obtain self-confidence through accomplishment. In this way
perseverance to attain functional computer literacy may be cultivated.
The study presents a model for intention to use, confidence, trust and perseverance in
attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional
model for computer literacy learning emotions is presented. Perceptions during
professional development produced a model for faculty development towards socially
transformative learning technology integration for open distance learning. The researcher
also presents a people-technology interaction in teaching and learning model in the fifth
paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive
seamless support, based on requirements identified through bottom-up feedback listening to
latent requests of participants. Technology-enhanced learning integration should be
legitimised through visible commitment from the university as institution. Lecturer training,
innovative planning of time issues, acquisition of appropriate infrastructure, buying in from
the institution and IT support services, and support of teacher-students are all essential for
evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of
newly industrialised context clients.Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013
3
Darking, Mary. "Integrating on-line learning technologies into higher education." Thesis, London School of Economics and Political Science (University of London), 2004. http://etheses.lse.ac.uk/259/.
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This dissertation presents an in-depth, qualitative case study that documents the efforts of two UK universities to integrate on-line learning technologies into their teaching practices and course design. It has been claimed that on-line learning technologies have the capacity to transform the provision of higher education. In order to address such claims, participant / observer research was conducted at two institutions, simultaneously, over a period of 18 months. Using ideas from the sociology of association, the organisational, pedagogic and technological activities surrounding the case study institutions' purchase and integration of two leading on-line learning technologies are described. Distinctions between different areas of activity both in and around the university are represented as they emerged 'in practice', allowing ostentive divisions between, for example, 'the education', 'the technological' and 'the organisation' to be temporarily, placed to one side. Building on these empirically grounded findings, this thesis considers the question of 'educational values'. Powerful discourses relating to knowledge, learning and the 'market for education' currently compete for primacy over pedagogic, epistemic and educational interests. By rejecting normative ascriptions of value, in either economic or moral terms, this thesis considers 'values-in-practice', or 'valence' as the enacted priorities that are set as part of organisational work. Through this analysis, values are understood as the basis upon which lines of reason or 'ways of reckoning' are constructed. This analytical approach is shown to be particularly relevant to the study of complex, integration work, where totalising or dichotomous conceptions of knowledge prove insufficient to capture or inform processes of negotiation. Together, the concepts of valence and ways of reckoning serve to support critical reflection on how educational values are constructed in the case of on-line learning. It is argued that only by understanding education as a collective endeavour, capable of promoting and supporting substantive diversity, can educational priorities be properly assessed and asserted.
4
Orlando, Amy Diane Vaidya Sheila R. "The integration of learning technologies in the elementary classroom : identifying teacher pedagogy and classroom culture /." Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/489.
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Tassi, Ahmad. "Electronic Learning Management System Integration Impact on Tertiary Care Hospital Learners' Educational Performance." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2694.
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Technological innovations have been shown to improve the quality of health information and improve safety in health care systems. The purpose of this project was to offer hospital nurses a more flexible and practical alternative to education and training than the traditional face-to-face method, supporting nurse educators in overcoming many of the obstacles in responding to nurses' needs in the clinical areas. This project used a randomized, 2-group posttest-only experimental design to measure the effect of treatment at a targeted hospital. The experimental group received a new instructional approach using an Electronic Learning Management System (ELMS) and the control group used the site's traditional standard method; both groups completed the Posttest Knowledge Assessment. The study population consisted of registered nurses who had attended the project site's Safe Blood Transfusion Practice program over a period of 1 month. There were no significant differences between the 2 groups' members' gender, age, level of education, or nursing experience. Data analysis showed a significant (p < .00) difference between the 2 groups' posttest scores, indicating that the participants who used the ELMS attained a higher median knowledge (M = 89.39, SD = 9.26) than did participants who received traditional, face-to-face instruction (M = 76.85, SD = 10.628). These results suggest that ELMS-based learning is a more effective method of instructional delivery that could effectively replace many of the traditional face-to-face education programs. Implementing this innovative system will create positive social change on the targeted hospital by improving health care delivery. The application of the finding would support clinical educators to improve educational delivery to their clients at the clinical areas.
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Young, Bradley J., and n/a. "Evaluating the Integration of Learning Technology at Zayed University: A Case Study of a Laptop University in the United Arab Emirates." Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060804.162650.
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In the West there has been a substantial quantity of scholarly work about the integration of learning technologies at tertiary institutions and these works have at times been assigned a noteworthy role in governmental policy development. Although generalised statements have been made on the need for the effective integration of learning technology at national institutions of higher education situated in the Middle East, the issues surrounding the practical adoption of such technology are often more varied and complex than is usually supposed. Indeed, no substantive discussion of the subject has yet been undertaken for an institution situated within the United Arab Emirates (UAE). Yet, there is a clear need for such an analysis which has the potential to influence government policy in the UAE, thereby improving teaching and learning at a time of dramatic political change. The purpose of this study is to evaluate, through detailed investigation, the factors associated with the integration of learning technologies as they relate to the teaching and learning environment of Zayed University (the University). It examines the background of the University and the role technology plays within its curriculum, placing it within the unique political, social, and religious contexts of the UAE. In particular, what are the critical issues involved in the effective integration of technology into such a culturally distinctive higher education environment? An answer to this question involves exploring: (i) the role of technology as expressed in the University's visions and goals; (ii) the outcomes-based curriculum model and the role technology plays in supporting it through an electronic portfolio (ePortfolio) model; and (iii) the level of technology integration within the professional practice of Faculty. Instrumental to the findings of this research is the researcher's design and implementation strategy for a technology integration portfolio (TIP) model. In sum, this thesis presents information, implications and recommendations obtained from an evaluation of the current practices relating to the integration of learning technology into the University curriculum. It is from this information that a clear picture emerges of the present role of technology, at the same time providing possible directions for the next stage of the University's evolution. Indeed, this work responds in a practical way to the possibilities and problems involved in the formulation, implementation and efficient working of further learning technology initiatives at the University. Moreover, the findings of this thesis could also be transferred to other higher educational settings in the UAE that share similar curriculum models and goals for technology integration.
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Young, Bradley J. "Evaluating the Integration of Learning Technology at Zayed University: A Case Study of a Laptop University in the United Arab Emirates." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/367558.
Full textAbstract:
In the West there has been a substantial quantity of scholarly work about the integration of learning technologies at tertiary institutions and these works have at times been assigned a noteworthy role in governmental policy development. Although generalised statements have been made on the need for the effective integration of learning technology at national institutions of higher education situated in the Middle East, the issues surrounding the practical adoption of such technology are often more varied and complex than is usually supposed. Indeed, no substantive discussion of the subject has yet been undertaken for an institution situated within the United Arab Emirates (UAE). Yet, there is a clear need for such an analysis which has the potential to influence government policy in the UAE, thereby improving teaching and learning at a time of dramatic political change. The purpose of this study is to evaluate, through detailed investigation, the factors associated with the integration of learning technologies as they relate to the teaching and learning environment of Zayed University (the University). It examines the background of the University and the role technology plays within its curriculum, placing it within the unique political, social, and religious contexts of the UAE. In particular, what are the critical issues involved in the effective integration of technology into such a culturally distinctive higher education environment? An answer to this question involves exploring: (i) the role of technology as expressed in the University's visions and goals; (ii) the outcomes-based curriculum model and the role technology plays in supporting it through an electronic portfolio (ePortfolio) model; and (iii) the level of technology integration within the professional practice of Faculty. Instrumental to the findings of this research is the researcher's design and implementation strategy for a technology integration portfolio (TIP) model. In sum, this thesis presents information, implications and recommendations obtained from an evaluation of the current practices relating to the integration of learning technology into the University curriculum. It is from this information that a clear picture emerges of the present role of technology, at the same time providing possible directions for the next stage of the University's evolution. Indeed, this work responds in a practical way to the possibilities and problems involved in the formulation, implementation and efficient working of further learning technology initiatives at the University. Moreover, the findings of this thesis could also be transferred to other higher educational settings in the UAE that share similar curriculum models and goals for technology integration.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
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Nyirongo, Nertha Kate. "Technology Adoption and Integration: A Descriptive Study of a Higher Education Institution in a Developing Nation." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26827.
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New electronic technologies like computers and the Internet continue to spread to all parts of the world. Developing nations like Malawi have experienced this thrust in the area of electronic technologies. Mzuzu University, a relatively new university in the Malawian education system has made tremendous efforts in providing computers and the internet to faculty members of the University. It was however not clear if such efforts had resulted in corresponding application and integration of the technologies in teaching and learning. This study ventured to investigate prevailing levels of utilization of the computer technology and the Internet in teaching and learning at the university and uncover factors that facilitate or hinder use and integration of the technologies in teaching and learning. Results of the study revealed that while most faculty members actively engaged with electronic technologies, such engagements often excluded instructional use. Where electronic technologies have been used for instructional purposes, it has been mainly for accessing information for teaching. Factors that affect utilization and integration of electronic technologies comprise limited availability of the technologies; unreliability of the available technologies due to related issues like power outages and poor reception; lack of training; lack of technical, pedagogical and administrative support; and lack of faculty involvement in decision making relating to electronic technologies.Ph. D.
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Batchelor, Jacqueline. "Innovative teachers’ pedagogical efficacy in their use of emerging technologies." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24257.
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Innovative teaching is, in essence, the art of breaking down barriers which prevent educators from preparing learners for the gruelling demands of the 21st century by exploiting the affordances of emerging Information and communications technologies (ICT) to enhance their teaching and learning strategies. The resulting new educational practice can affect roles, learning situations, patterns of interaction, learning spaces, strategies and theories as well as modes of assessment (Mioduser, Nachmias, Tubin,&Forkosh-Baruch, 2002a). The problem addressed in this study is that of innovative teacher knowledge construction and its context. The role of educational technologies in teaching and learning has evolved and changed dramatically over time but little is understood of how this knowledge manifests itself in their practice and how it is replicated and shared in practice. Pioneering, innovative teachers have developed personal theories that may potentially inform future practice once articulated and disseminated. This study sets out to deepen our understanding of how new knowledge is created in practice by innovative teachers and how this knowledge manifests itself in teaching and learning with emerging ICT. The consequent collaboration between researcher and participant teachers can act as a reconciliatory measure between practice and theory. The literature reviewed draws on tenets from socio-cultural theory, critical philosophy, emerging technology and teaching and learning theory and aims to construct rational foundations to assist in the articulation of new theories which, in turn, will better our understanding of this new emerging pedagogical practice. A post-modernistic interpretive prism views the research investigation through the work of teachers qualified as finalists in the Microsoft Innovative Teachers Forum Awards (ITFA) competition. This annual competition recognises and connects innovative teachers who share a common interest in the enhancement of teaching and learning through the use of technology. Data collecting instruments include metadata consisting of educational multimedia artefacts, virtual classroom tours (VCT’s), document analysis, innovative teacher workshops and interviews. The data were qualitatively analysed using Straussian Grounded Theory Method to articulate a substantive theory which aims to better our understanding of knowledge creation when innovative teachers use emerging technology to enhance their teaching and learning. The resultant substantive theory’s three core components comprise moral cohesion; innovation negotiations in context; and responsive governance as essential to innovative teachers’ pedagogical efficacy when they engage with emerging technologies. Innovative teachers’ perception of the professional burden they carry along with their bricoleur attitude allude to them using whatever means and whatever is at hand to equip learners with the skills required to make them contributing members of their community and the information society. Strategies for the constant renewal of pedagogical practices and the need for reflexivity included the appropriation of learners’ personal devices for learning where their disposition had to be carefully managed in accordance with ethical considerations and their various capabilities. Innovative teachers are powerful change agents within their school environments and in this regard a certain amount of freedom could be offered to innovative teachers to further explore their own practice whilst at the same time tasking them with additional responsibilities in growing organisational capabilities. Innovative teachers use their increased status and power within their schools to actively lobby for policy changes through participating in advisory committees and assisting in the drafting of documents that hold strategic, ethical and practical implications for the exploitation of emerging technologies within their schools.Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Alshehri, Khaled Ghanem. "Technology Adoption and Integration at a University in Saudi Arabia: A Descriptive Study." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/100706.
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Information and communication technology (ICT) is becoming a critical part of operations and innovations in many sectors around the world (Basri, Alandejani, and Almadani, 2018). As such, ICT is commonly integrated in academic institutions on a global level, and has been used in the educational process inside and outside the classroom. Currently in Saudi Arabia, the integration of technology in educational environments is viewed as essential in the growth of Saudi education (Alali, 2015). However, the integration of such technology in teaching and learning may face some barriers especially in emerging academic institutions. Some scholars report that while the use of ICT is advocated in many universities and schools, and in particular in Saudi Arabia, some instructors are not likely to use it in their teaching processes because of barriers hindering their utilization and integration of such technology (Asiri, 2012; Albugami and Ahmad, 2015; Al Mulhim, 2014; Muhametjanova and Cagiltay, 2016).
This study aimed to examine how ICT is being used for teaching and learning within the context of an emerging university in Saudi Arabia, as well as what factors faculty identify as barriers and enablers to its use. The current study replicates the research conducted by Nyirongo (2009) in the country of Malawi, and is based on the theoretical principles of technology adoption proposed by Rogers, Ely, and Surry (Ely, 1999; Rogers, 2003; Surry, 2002). Faculty members at Al-Baha University, a new university in Saudi Arabia, served as the participants. This study found that there are several common factors that impede the adoption and integration of ICT for teaching and learning at Al-Baha University. Those factors are: lack of computer availability and accessibility for faculty members and students, poor Internet connection, lack of faculty participating in decision making regarding electronic technology, access to training and pedagogical support regarding such technology, and lack of technical support. These findings correlate with the same kinds of factors that have been identified as barriers in other educational contexts (Al Mulhim, 2014; Albugami and Ahmed, 2016; Alkahtani, 2017; Hsu, 2016; Kilinc, et al. 2018; Kler, 2014; Machado and Chung, 2015; Nyirongo, 2009).Doctor of Philosophy
Information and communication technology (ICT) is becoming a critical part of operations and innovations in many sectors around the world (Basri, Alandejani, and Almadani, 2018). Currently in Saudi Arabia, the integration of technology in educational environments is viewed as essential in the growth of Saudi education (Alali, 2015). Some scholars report that while the use of ICT is advocated in many universities and schools, and in particular in Saudi Arabia, some instructors are not likely to use it in their teaching processes because of barriers hindering their utilization and integration of ICT (Asiri, 2012; Albugami and Ahmad, 2015; Al Mulhim, 2014; Muhametjanova and Cagiltay, 2016). This study aimed to examine how ICT is being used for teaching and learning within the context of an emerging university in Saudi Arabia, as well as what factors faculty identify as barriers and enablers to its use. The current study replicates the research conducted by Nyirongo (2009) in the country of Malawi, and is based on the theoretical principles of technology adoption proposed by Rogers, Ely, and Surry (Ely, 1999; Rogers, 2003; Surry, 2002). Faculty members at Al-Baha University served as the participants. This study found that there are several common factors that impede the adoption and integration of ICT for teaching and learning at Al-Baha University. Those factors are: lack of computer availability and accessibility for faculty members and students, poor Internet connection, lack of faculty participating in decision making regarding electronic technology, access to training and pedagogical support regarding such technology, and lack of technical support. These findings correlate with the same kinds of factors that have been identified as barriers in other educational contexts (Al Mulhim, 2014; Albugami and Ahmed, 2016; Alkahtani, 2017; Hsu, 2016; Kilinc, et al. 2018; Kler, 2014; Machado and Chung, 2015; Nyirongo, 2009).
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Weigel, Wolfgang. "Mathematik und E-Learning zur Integration von virtueller Lehre (E-Learning) und neuen Technologien in die Mathematik-Lehramtsausbildung." Hamburg Kovač, 2008. http://d-nb.info/992492262/04.
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Georganta, Angeliki. "Integrating new technologies in university second language instruction : teachers' perspectives." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79941.
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This study explores the relationships among technology, language literacy and instruction in University Continuing Education Institutions. Adult second language education strives to update media resources in an information era in which literacy encompasses the abilities to communicate both in different languages and in a variety of media across disciplines.The main assumption underlying this study is that teaching adults to use language in an era in which networks and multimedia are major components, is a challenging task and responsibility. Instructional implications of literature regarding the implementation of new technologies in language learning suggest a persistent disagreement on the merits of new technologies as learning tools and a mismatch between expectations and applications of new media. I interview four teachers of second or foreign languages to adults to explore the challenges embedded in mediating adults' literacy in using multiple representations of second language knowledge within technology enhanced classroom environments.
Teachers are shown to integrate digital technologies into traditional print and audiovisual tools to advance three main literacies: Cultural literacy relates to the ability to make socioculturally appropriate links of language and media. Disciplinary literacy denotes the ability to effectively identify, analyze, evaluate and apply language resources in various contexts. Media literacy denotes the ability to make informed choices among the various language representations. Integrated media applications are challenging for teachers who need to be aware of media benefits and constraints. The ongoing development of teachers' media literacy is a prerequisite for meaningful and constructive uses of the instructional resources available that will enable adults to apply second language knowledge within and beyond linguistic, cultural, and disciplinary contexts.
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Nair, Uday. "Systemic factors for integrating technology in the university learning environment : factoring the rise of ubiquitous technologies." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/17569/.
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At the beginning of the 21st century, the field of IS, integrated circuits, computers, internet have seen the impact of technological advancement. And these advancements have revolutionised the learning delivery mechanism via online learning. Since then the internet has been able to penetrate our lives through a wide variety of ubiquitous technologies (UT) like hand held devices, social media platforms, software’s that are able to create/share contents in multi-modal formats. These UT have enabled users to become creators of contents that could be easily shared and corroborated. UT has empowered us to perform manual day-to-day activities through the click of a button online thereby highlighting the level of penetration into our lives. Online learning is composed of different forms of ICTs that allows its users to develop learning constructs, gather information, disseminate knowledge and all of this has been possible because of the technological advancements that started decades ago. Online learning is conducted at the Universities with the help of a learning management system (LMS) commonly known as the virtual learning environment (VLE) and it is used by all the UK based Universities in some shape or form. The Higher Education (HE) Industry is facing a difficult time due to changing parameters like Government regulations, intense competition, demand from students for more contact hours, increase in Tuition fees to name a few. At times like these, Universities are looking to develop online learning environment that would provide learners with more accessibility, usability and a level of personalization. But even then the currently used LMS is used as data repository and among the users of the LMS there are reduced adoption rates. This is attributed to different reasons, but the point is there are different users of the LE, and each of these users will have their own reasons. This creates a level of complexity, which already exists within the LE, making it even messier. There is no straight answer to the questions raised about technology and education. Even then such an environment needs to be studied because Universities are not only the place where learning takes place but it is also the establishment that develops the competency of learners to make them problem solvers and next generation leaders. Arguably technology has the ability to do just that, technology has the ability to adapt itself to varying needs and requirements of the users to create what is called as a Personalized Learning Environment (PLE) but in order to do that it is essential to a) evaluate the existing learning environment the ‘As Is’, b) know the underlying principles of the design of the learning systems, i.e. knowing the thought process of how LMS are developed and what is the rationale for its development c) identifying different stakeholders of the learning environment and getting to know their perceptions about how the learning environment could be transformed using UT and at the same rate as the technological advancements happening around them d) within the current learning environment users come from different walks of lives and from all around the world, if technology is not implemented well then it could broaden the divide that exist among its users, and finally e) if any technology is to be integrated into the learning environment different factors have to considered, what those factors are, should be clearly defined along with the various processes taking place and how each of these processes are systemically inter-related. The literature for this research is drawn out through the PRETSeLS framework that looks at the theoretical analysis of the current eLearning practices at the University and what role could the UT play within the LE taking into consideration the different stakeholders who do play a role and should play a role when it comes to considering the factors of design and develop the LE. The research design strategy proposed is qualitative in nature supported by the research method in-depth interviews. The interviewees of this research are the students (UG/PG), lecturers, senior management (department level), L&T services (faculty level) and learning technologist (department and Central). Each of these interviews was fed into NVIVO to carry out thematic analysis to derive the different nodes that would lead to the 25 factors that should be considered for the design and development of the learning environment. With the help of PRETSeLS framework (contribution 1) and the 25 factors (contribution 2) drawn out of data analysis led to the formation of SFIT (Systemic Factors for Integrating Technology) model (contribution 3) for University LE which has the ability to enable the practitioners to find out the disparity between what is implemented and what is expected from the LE (contribution 4), ways to engage stakeholders in the LE using a Stakeholder Engagement Matrix (contribution 5), such that it allows practitioners to identify the different factors that should be considered for the transcendence of technological innovations to happen throughout the University learning environment under the guidance of a valid and a systemically thought-out process.
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Pereira, Ednaldo Coelho. "Infraestrutura tecnológica em cursos na modalidade presencial mediado por tecnologia para o Estado do Amazonas." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/3/3141/tde-10012011-100921/.
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O presente trabalho faz uma investigação através de experimentos práticos a respeito da infra-estrutura tecnológica de ferramentas computacionais que auxiliem o processo ensino aprendizagem e equipamentos utilizados na transmissão de aulas do Sistema de educação implantado no Estado do Amazonas denominado Presencial Mediado por Recursos Tecnológicos, tendo como cenário para experimentos o curso superior de Tecnologia em Análise e Desenvolvimento de Sistemas TADS da Universidade do Estado do amazonas UEA.The present study is a research through practical experiments regarding the technological infrastructure of computational tools that assist the teaching and learning equipment used in transmitting lessons of education system introduced in the State of Amazonas called \"Face Mediated by Technology Resources\", taking as case study the college of Technology in Analysis and Systems Development - TADS State University of Amazonas-UES.
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Prinsloo, Heinrich. "Integrating lecture recording to support flexible learning and responsive pedagogies in a dual mode undergraduate law degree." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31198.
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This study investigates the integration of lecture recordings to support flexible learning and responsive pedagogical approaches in an undergraduate LLB degree presented in a dual mode (face-to-face and online) by the University of the Free State’s Faculty of Law. In this faculty, lecture recording is observed by compulsory integration in all classes; the only options pertain to three basic software tools. According to literature, integrating lecture recording can bring about flexibility in student learning, and flexibility can have both positive and negative implications for student learning. This study uses Puentedura’s (2006) SAMR (Substitution, Augmentation, Modification and Redefinition) model as a theoretical lens to analyse different levels or types of integration of lecture recording by students and lecturers. The SAMR categories assisted the study to identify whether Substitution, Augmentation, Modification or Redefinition were present when students and lecturers integrated lecture recording in teaching and learning. The study implements a mixed-method research approach that included student and lecturer surveys, lecturer interviews, and telephonic interviews and focus group discussions with students. Findings indicate that students’ overall experience of lecture recording was that it enhanced their learning and gave them flexibility regarding how, where, when they could learn. Some lecturers claimed that lecture recording enhances their teaching methodology, and that it can have an impact on their students’ learning. Lecturers agreed that lecture recording can be applied and integrated to transform the way they teach. Lecturers also indicated that lecture recording, in the form of audio recordings of lectures, in some instances caused students to hold lecturers accountable, not always fairly, for their utterances in class. Both staff and students indicated that they had concerns about class attendance when lecture recording was used, regardless of whether lectures were recorded when presented online or face-to-face. The study found that campus-based and online students integrated lecture recordings as part of their learning experiences in a variety of ways. The majority of campus-based students reported using lecture recordings to augment their learning experiences, especially in relation to how and whether they attended faceto-face lectures. Modification strategies for online students included making use of lecture recordings as a substitute for their presence at face-to-face lectures. Some online students reported that engaging with lecture recordings made them feel part of the course and its community of students. Lecturers’ specific approaches to teaching play a considerable role in the way they experience lecture recording and the way they integrate it in their courses. In addition to survey findings, the study also presents lecturer views, to illustrate some of these variations and interplays. While some lecturers reported that using lecture recordings has completely transformed the way they teach, others admitted that if they had a choice, they would not use lecture recordings in their teaching. The study offers a contextual account of lecture recording integration and contributes to global debates around lecture recording. Student and lecturer experiences with lecture recording, as observed through various SAMR levels of integration, depend on the type of lecture recording tool and software used, beliefs relating to the purpose of a lecture, regardless of its mode of delivery, and the reason for recording it in the first place. The study contributes to a local understanding of lecture recording integration and stimulates new dialogue that could guide future integration of lecture recording technologies, locally and internationally.
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Reams, Guy Mitchell. "Integrating distance learning technologies with information technology curricula: A solution for economic and workforce development at Mt. San Jacinto College." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2264.
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The goal of this project being to provide a unique strategy that integrates new curriculum, instructional methods, and distance technology to position higher education as a key participant in workforce and economic development.
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Alassaf, Yaqdhan. "Integration des TIC dans l'enseignement/apprentissage du FLE en Irak : enjeux institutionnels, organisationnels et pédagogiques." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30062.
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L'enseignement/apprentissage du FLE a été influencé par les TIC au cours des dernières années et nous constatons que les évolutions récentes sont difficilement observées en Irak, où les pratiques pédagogiques, en particulier avec les TIC, sont marquées par des contraintes spécifiques. Les équipements informatiques réduits et les pratiques intégrant le multimédia peu développées ne suscitent pas de pratiques innovantes telles que celles qui sont constatées au niveau mondial. Par ailleurs, le système éducatif et les méthodes utilisées en Irak pourraient aussi bénéficier de réformes permettant de faire évoluer les pratiques. Ainsi, cette recherche s‟intéresse au changement de pratiques dans l‟enseignement/apprentissage du FLE et à l‟intégration des TIC comme un moteur pour celui-ci. Une recherche-action a été effectuée au sein de l‟université de Mossoul afin de mesurer les pratiques et les représentations auprès de différentes catégories d‟usagers. Des entretiens et des questionnaires ont ainsi permis de recueillir un certain nombre de données qui ont été analysées et vérifiées statistiquement. Ce travail a pour vocation de mettre l'accent sur l'utilité d'un dispositif innovant dans l‟enseignement/apprentissage du FLE. Pour être en phase avec ce développement, et assurer, dans le contexte irakien, le recours aux plateformes envisagées, le dispositif se doit d'appréhender « le processus d'appropriation sociale » et tenir compte de trois niveaux d'intervention, macro, méso et micro, pour initier le changement. Grâce aux résultats obtenus au cours de la phase d‟expérimentation, l‟intégration de pratiques innovantes par le biais des TIC pourra sans doute devenir opérationnelleThe teaching/learning of French as a Foreign Language (FLE) has been influenced by ICT in recent years. We note that the latest evolutions have not been observed in Iraq where pedagogical practice, in particular with the help of Information and Communication Technologies (ICT), is marked by specific constraints. IT equipment is not sufficient and computer aided practice do not quite meet innovation and global digital development. Reform of the educational system and the methods used in Iraq could also permit an evolution of practice. Thus, this research focuses on the changing practices of the teaching/learning of FLE that could result from the integration of ICT. An action research has been conducted at the University of Mosul in order to measure the level of practice and the representation of different kinds of users. Interviews and questionnaires have permitted to gather a certain amount of data that have been analyzed and verified statistically. This work aims to emphasize the usefulness of an innovative environment for the teaching/learning of FLE. To be in phase with this development, and jointly ensure, in the context of Iraq, the use of platforms, the environment had to consider "the social appropriation process" and consider three levels of intervention, macro, meso and micro to initiate change. Thanks to the results obtained during the experimental phase, the development of innovation through the integration of ICT for education is likely to become operational
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Nguyen, Tien Dung. "Integration of ICT in teaching English as a foreign language at a private university in southeast Vietnam." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/231914/1/Tien%20Dung_Nguyen_Thesis.pdf.
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This qualitative case study investigated EFL teachers’ perceptions of knowledge and skills concerning integration of technologies into teaching of English at a university in Vietnam. It explored how EFL teachers integrate technologies in their daily teaching practices. A Technological Pedagogical and Content Knowledge (TPACK) framework was used to guide research design, data collection and data analysis. Findings show that participants vary significantly in terms of knowledge and skills, and in how they use technologies productively in teaching practices. The study suggests that to support meaningful integration, EFL teachers need to develop three key knowledge types: content, pedagogical and technological.
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Miller, Jennifer R. "Effect of Makerspace Professional Development Activities on Elementary and Middle School Educator Perceptions of Integrating Technologies with STEM (Science, Technology, Engineering, Mathematics)." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955091/.
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This study investigated a Makerspace professional development program, the Makers' Guild, provided to teachers within north Texas over the course of a semester. The research employed a constructionist approach delivered via 2D and 3D technologies during STEM instructional activities within a creative space. Participants reported statistically significant increases in self-reported competence in technology integration, confidence levels toward integrating World Wide Web, Emerging Technologies for Student Learning, Teacher Professional Development, and attitudes toward math, technology, science, and STEM careers.
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Hart, Francine. "An Elementary Teacher’s Feelings of Self-Efficacy, Needs, and Pedagogical Strategies When Learning to Use the Interactive Whiteboard to Teach Science." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31218.
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Studies have shown elementary teachers may not be well prepared to use technology in their classrooms. This study examines one elementary teacher’s feelings of technology self-efficacy (TSE), needs and pedagogical strategies when using the interactive whiteboard (IWB) to teach elementary science. It employed a single case study design, where the researcher and participant worked together during supportive professional development (PD) sessions. Data sources are twelve PD sessions, the Computer Technology Integration Survey (adapted for IWB use in the classroom), and two interviews, three in-class observations of IWB science lessons, and three lesson debriefs. Descriptive and thematic analysis show the participant’s TSE was positively influenced by the PD. Five factors were determined to influence TSE: the participant’s level of interest, attitude, experience with technology, student assistance, and familiarity with the setting. Teacher, contextual and IWB- level needs were explained. Pedagogical strategies for technology use based on interactive IWB features are also discussed. Findings could contribute to current trends in teacher PD, continuing education, and preservice teaching programs related to science teaching. / Plusieurs enseignants ne sont pas bien préparés pour utiliser la technologie en classe. En particulier, le tableau blanc interactif (TBI) n’est pas utilisé de façon optimale par les enseignants lorsqu’ils enseignent les sciences et la technologie à l’élémentaire. Cette thèse présente l’étude de cas unique d’une enseignante de l’élémentaire ayant cheminé dans un processus de développement professionnel (DP) pour l’aider à intégrer le TBI en sciences et technologie. Douze sessions de DP, un questionnaire sur l’efficacité avec le TBI (CTIS adapté), deux entrevues, trois sessions d’observation en classe et trois discussions sur les leçons constituent les sources de données. La participante est devenue plus confiante pour utiliser le TBI suite au DP. Elle a rehaussé son sentiment d’autoefficacité et accru son intérêt et sa connaissance du TBI. Elle a acquis des compétences techniques et une connaissance des contenus d’enseignement adaptés au TBI, bien que plusieurs besoins perdurent. Certaines stratégies pédagogiques avec le TBI expérimentées en classe par l’enseignante sont discutées. Cette thèse peut contribuer à fournir des pistes pour aider les enseignants au primaire à mieux intégrer le TBI en sciences et technologie, que ce soit lors de leur formation initiale à l’enseignement ou en cours d’emploi.
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Carvalho, Inês Afonso Gouveia de. "Efeitos dos recursos digitais nas aprendizagens dos estudantes do ensino superior universitário : um estudo de caso." Master's thesis, Instituto Superior de Economia e Gestão, 2018. http://hdl.handle.net/10400.5/16544.
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Mestrado em Gestão de Sistemas de InformaçãoEnquanto os alunos de hoje, os nativos digitais, caminham para uma educação cada vez mais mediada pela utilização das tecnologias, as instituições de ensino superior continuam a realizar processos educacionais que não acompanham essa evolução. A presente dissertação pretende explorar a contribuição dos recursos digitais no apoio às aprendizagens dos estudantes universitários. De forma a alcançar este objetivo, foi conduzida uma investigação qualitativa, através de um estudo de caso a um projeto-piloto de uma turma de licenciatura em gestão num ambiente tecnologicamente enriquecido, que decorreu no Instituto Superior de Economia e Gestão (ISEG) da Universidade de Lisboa. Esta investigação pretende complementar a investigação sobre os potenciais efeitos das tecnologias nas aprendizagens dos estudantes, privilegiando as perceções dos envolvidos e os fatores contextuais para construir uma compreensão detalhada da problemática da integração das tecnologias nas práticas de ensino-aprendizagem. Neste sentido, para além da análise documental, questionários e observação participante, foram conduzidas entrevistas semiestruturadas e focus groups a professores, alunos e responsáveis envolvidos, bem como a especialistas da área. Os resultados do estudo, não sendo generalizáveis, iluminam o potencial das tecnologias de informação no sentido de poderem influenciar positivamente as aprendizagens dos estudantes universitários. Consideramos que oferecem ainda um conjunto de lições para uma implementação bem sucedida dessas tecnologias. Este estudo tem implicações, em particular, para as instituições de ensino superior portuguesas que estão correntemente a implementar ou a planear iniciativas de integração das tecnologias, com especial enfase para os cursos de Gestão.
While today's students, the digital natives, are moving towards an increasingly technology-driven education, higher education institutions continue to carry out educational processes that do not follow this evolution. The present dissertation aims to explore the contribution of digital resources to support the learning of university students. In order to achieve this objective, a qualitative investigation was conducted, through a case study, to a pilot project of a bachelor's degree in management in a technologically enriched environment, which was held at the Lisbon School of Economics and Management (ISEG) of the University of Lisbon. This study aims to complement research on the potential effects of technologies on students' learning, focusing on the perceptions of those involved and contextual factors to build a detailed understanding of the problem of technology integration in teaching-learning practices. In this sense, in addition to the documental analysis, questionnaires and participant observation, semi-structured interviews and focus groups were conducted with teachers, students and managers involved, as well as specialists in the field. The results of the study, which are not generalizable, shed light on the potential of technologies in the sense that they can positively influence the learning of university students. We believe that they offer a set of lessons for a successful implementation of these technologies. This study has implications, in particular, for Portuguese higher education institutions that are currently implementing or planning technology integration initiatives, with special emphasis on Management courses.
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Gibbon, Mark. "Technologies for photonic integration." Thesis, University of Bath, 1995. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760668.
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Chen, Xin. "Adopting emerging integration technologies in organisations." Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/5159.
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A review of the innovation and diffusion literature indicates a considerable amount of research, where attention is given to a range of features which may support integration technologies adoption. However, some literature suggests that the findings derived from the study of large enterprises cannot be generalised and applied in SMEs due to the distinct characteristics of SMEs. Although the adoption of integration technologies is recognised as being different between large and small companies, the literature on its adoption by SMEs remains limited. Nevertheless, in existing work, there is a lack of studies emphasising the reasons why SMEs and large companies take the decision to adopt integration technologies, focusing specifically on the different factors. This thesis therefore identifies the significant differences in the way that SMEs and large companies approach integration technologies, based on the existing literature, theoretical diffusion theories, and resource-based theory. In doing so, the parameters that can be used to explain the adoption of integration technologies in SMEs and large firms are identified, as nature of organisations, company size, integration needs, adoption factors for SMEs and large organisations, and time. Additionally, adoption factors are found and classified into three categories: adoption factors explicit to SMEs, adoption factors explicit to large organisations, and common factors. Based on this, a conceptual model is introduced to explain the different factors that influence adoption between SMEs and large organisations. The empirical contexts of the research are one project on integration technologies adoption, and four case studies on a large firm and three SMEs, which are analysed using an interpretive and qualitative research approach. The evidence suggests that the empirical data complement the identified dimensions nature of organisations, integration needs, company size and time. The empirical data also confirm that the current integration technologies adoption factors reported in the literature can be classified into common factors, factors explicit to SMEs, and factors explicit to large firms, to support a more comprehensive view of this area. An additional factor perceived future prospect has been considered as an influence on adoption in large organisations. The findings of this research can be useful to guide analysts and researchers in determining critical aspects of the complex issues involved for integration technologies adoption, and lead to suggestions for further valid research.
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Moualou, Nzigou Carelle Ariana. "Développement de l'usage des TICE dans le système éducatif gabonais." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3044.
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L'intégration des Technologies de l'Information et de la Communication appliquée à l'Enseignement (TICE) dans le système éducatif nécessite d'accompagner les enseignants par des dispositifs de formation. Malheureusement au Gabon ce n'est pas toujours le cas. Cette intégration qui dépend largement des facteurs technologiques, pédagogiques et humains entraine des changements dans les pratiques des enseignants. Tout changement de pratiques suppose d'apprécier l'impact que ces technologies ont sur les pratiques à travers les acteurs principaux que sont les enseignants. Ma thèse s'est donc intéressée à ce que pensent les enseignants de l'apport de l'usage des TICE dans leurs pratiques. Pour cela j'ai procédé à une analyse quantitative des données recueillies auprès de 50 enseignants. Cette analyse permet de faire ressortir les différents usages des enseignants dans les établissements étudiés mais aussi leurs représentations concernant ces usages. Les résultats montrent qu'il existe effectivement dans ces établissements certains usages des TIC par les enseignants. Toutefois, il n'existe pas encore de véritables programmes de formation des enseignants mettant l'accent sur les compétences technologiques liées aux programmes scolaires ou aux disciplines enseignées. Les enseignants reçoivent plutôt une formation axée sur la maîtrise des outils informatiques et de certaines applications informatiquesThe integration of information technology and the applied communication to teaching in the educative system needs to accompany teachers by strategies of training. Unfortunately in Gabon it is not always the same. This integration which largely depends on technological, pedagogical and human factors brings changes in the uses of teachers. My thesis was focused on what teachers think about the advantages of the Information and Communication Technology for Teaching usage in their practices. For this reason, I made a quantitative analysis of received schemas towards fifty teachers. This analysis allows to find out different uses of teachers in the studied schools but also their representatives concerning these uses. Not only this analysis allows to find out different uses of teachers in the studied schools, but also their representatives concerning these uses. The results show that there are in these schools certain uses of Information and Communication Technology by teachers. In addition, there hasn't been mere programs of teachers training putting amphasis on technological competences linked to the school curricula or taught disciplines yet. The teachers receive rather a training focused on the mastering of computers tools and certain computers practices
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Cruz, Jailson Tavares. "O uso pedagÃgico de software educativo e prÃticas experimentais de quÃmica para facilitar a aprendizagem significativa e colaborativa." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=7497.
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nÃo hÃPara se facilitar a aprendizagem cientÃfica, Ã preciso investigar a concepÃÃo de estratÃgias didÃticas alternativas, procurando-se estabelecer vinculaÃÃes entre o uso pedagÃgico do computador e o laboratÃrio de prÃticas cientÃficas, como ferramentas de apoio pedagÃgico ao desenvolvimento do processo de ensino-aprendizagem. A presente pesquisa focou a concepÃÃo de estratÃgias de ensino e aprendizagem, atravÃs da realizaÃÃo de sessÃes didÃticas, de quÃmica, articulando-se pedagogicamente os laboratÃrios de experimentaÃÃo cientÃfica e de informÃtica, para facilitar, junto aos alunos, a aprendizagem significativa de conhecimentos de quÃmica orgÃnica, especificamente a funÃÃo hidrocarbonetos. Aportou-se na teoria de aprendizagem significativa de Ausubel, nos mapas conceituais de Novak e na proposta construcionista de Valente. Realizou-se o uso do software educativo Jmol, enaltecendo-se a construÃÃo colaborativa de conhecimentos, competÃncias e habilidades. Tais aÃÃes foram realizadas com a participaÃÃo de onze alunos, do 3Â ano do ensino mÃdio de uma escola pÃblica do municÃpio de Beberibe, concebidas em quatro etapas: preliminar, teÃricoexperimental, prÃtico-virtual e colaborativa. A abordagem metodolÃgica da pesquisa foi do tipo qualitativa e se caracterizou como pesquisa exploratÃria. Os dados obtidos por meio dos questionÃrios, e as observaÃÃes do professor-pesquisador permitiram analisar e concluir haver indÃcios de desenvolvimento da capacidade criativa, colaborativa, que os alunos se motivaram para desenvolver novas habilidades e construir novos conhecimentos, atravÃs da realizaÃÃo pedagÃgica da prÃtica de experimentaÃÃo de quÃmica orgÃnica e utilizaÃÃo do software Jmol. O experimento da produÃÃo de etino na etapa teÃrico-experimental foi uma maneira de trabalhar de forma mais clara, dinÃmica e colaborativa a ressignificaÃÃo e construÃÃo de conhecimentos. O uso pedagÃgico e colaborativo do software Jmol na etapa prÃtico-virtual e de mapa conceitual na etapa colaborativa, possibilitaram aos alunos desenvolver uma compreensÃo mais facilitadora do conceito, escrita, representaÃÃo e visualizaÃÃo em trÃs dimensÃes de compostos da funÃÃo hidrocarbonetos.
To facilitate the science learning, you need to investigate the design of didactic strategies alternatives, and seeking to establish linkages between the pedagogical use of the computer and the laboratory of scientific practices, such as tools of pedagogical support for the development of the teaching-learning process. The present research focused on the design of strategies for teaching and learning, through the completion of didactic sessions, of chemistry, articulating it is pedagogically the laboratories of scientific experimentation and computer, to facilitate, together with the students, the significant learning of the knowledge of organic chemistry, specifically the light hydrocarbons. Disembarked on the theory that meaningful learning of Ausubel, the conceptual map of Novak and the proposal of constructionist Valente. There was the use of educational software Jmol, praising the collaborative construction of knowledge, skills and abilities. Such actions were carried out with the participation of 11 students, of the 3rd year of secondary education in a public school in the municipality of Beberibe, designed in four stages: preliminary, theoretical and experimental, practical-virtual and collaborative. The methodological approach of the research was qualitative and is characterized as exploratory research. The data obtained by the use of questionnaires, and observations of the teacher-researcher allowed to analyze and conclude there is evidence of the development of creative ability, collaborative, which the students are motivated to develop new skills and build new knowledge through the realization of pedagogical practice of experimentation of organic chemistry and use of software Jmol. The experiment of the production of ethno in step theoretical-experimental was a way of working in a more clear, dynamic and collaborative signification and construction of knowledge. The use of pedagogical and collaborative software Jmol in the stage-practical virtual and conceptual map in the stage collaborative enabled students to develop an understanding more facilitator of the concept, writing, representation and visualization in three dimensions of compounds of light hydrocarbons.
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Muñoz, Gamarra Jose Luis. "NEMS/MEMS integration in submicron CMOS Technologies." Doctoral thesis, Universitat Autònoma de Barcelona, 2014. http://hdl.handle.net/10803/285060.
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La reducción de los dispositivos MEMS hasta la nano escala (NEMS) ha permitido el acceso a nuevos dominios de la física y promete revolucionar las aplicaciones de sensado. Sin embargo esta miniaturización ha sido conseguida a costa de procesos de fabicración complicados y no reproducibles.
Es por ello que esta tesis trata de obtener dichos dispositivos NEMS a partir de una tecnologia CMOS comercial (ST 65nm). Con este objetivo un estudio en detalle de la tecnología ST 65nm es llevado a cabo para posteriormente definir en ella estructuras NEMS en sus diferentes capas (en polysilicio con un grosor y ancho de 60 nm x 100 nm y en metal 1, cobre , con unas dimensiones de 90nm x 100nm). Un nuevo post proceso de liberación es presentado que nos permite liberar las estructuras, demostrando así su correcta fabricación. Sin embargo, fruto de esta miniaturización las señales eléctricas usadas para sensar su movimiento se reducen también.
Como alternativa a un sensado capacitivo estudiamos la viabilidad de adaptar a nuestro proceso de fabricación CMOS-MEMS a un método de transducción basado en un transistor cuyo puerta resuena, su movimiento modula las cargas del canal y dicho desplazamiento puede ser leído en la corriente del puerta del transistor. Mediante dicho método de transducción la respuesta en frecuencia de un resonador de polysilicio a 24 MHz fue leída y su funcionamiento como interruptor a bajos voltajes (2.25 V pull-in) fue validado.
Además, proponemos el uso de interruptores mecánicos no solo como memorias o en aplicaciones lógicas (gracias a su eficiencia energética) sino como el elemento base para la implementación de un oscilador en anillo, completamente mecánico. Con este oscilador ampliamos el rango de aplicación de los interruptores N/MEMS a nuevos campos como el sensado de masa pero con el valor añadido de tener una señal digital. Para implementar esta nueva configuración presentamos un modelo y desarrollamos interruptores mecánicos en diferentes tecnologías CMOS intentando siempre reducir sus dimensiones. Con estos interruptores mecánicos CMOS hemos conseguido voltajes de operación bajos (5V), respuestas abruptas (4.3 mV/decada) y una buena relación ION/IOFF (1.104).The reduction of MEMS devices dimensions to the nano scale (NEMS) has allowed them to access a host of new physics and promise to revolutionize sensing applications. However this miniaturization has been obtained at an expense of dedicated, difficult and non reproducible fabrication processes. This thesis deals with the miniaturization of MEMS structures following a CMOS-MEMS approach. In order to it a small pitch CMOS technology (ST 65nm) is studied in depth, NEMS structures are defined using its available layers (width= 60 nm, thickness= 100nm in polysilicon and width= 90nm, thickness= 180nm in metal 1 based on copper) and a post-CMOS releasing process is developed in order to release them. Successful integration of NEMS devices is demostrated with the added value of a robust, reproducible fabrication and an easy integration with additional circuitry. However this aggressive scaling has a main drawback, small output signals. As an alternative to capacitive read-out, the implementation of a resonant gate transduction, based on the idea of modulate the charge of a transistor by the movement of a mechanical structure, is studied and implemented. The frequency response of a polysilicon resonator implemented in AMS 0.35um CMOS technology (24 MHz) has been successfully characterized and its operation as a low voltage switch (2.25 V pull-in) is demonstrated. In addition, we propose the use of mechanical switches not only as memory or logic devices (due to its energy efficiency), but also as the building blocks of a ring oscillator configuration composed exclusively by mechanical switches. This new approach extends their use to other application as mass sensing but with the added value of a digital output signal. In order to implement this new configuration a model to simulate its behavior is developed and mechanical switches are built using different CMOS technologies, trying always to reduce their dimensions. Low operating voltages (5 V, MIM approach), abrupt response (4.3 mV/decade, ST Metal 1) and good ION/IOFF ratio (1.104, MIM approach) are obtained.
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Tous, Liesa Rubén. "Data Integration with XML and Semantic Web Technologies." Doctoral thesis, Universitat Pompeu Fabra, 2006. http://hdl.handle.net/10803/7535.
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En general, la integració de múltiples bases de dades heterogènies té com a objectiu oferir una visió unificada sobre un conjunt de dades preexistent. Aquesta tesi contribueix a diferents aspectes del disseny de sistemes de integració de dades moderns en el context de la World Wide Web. Per un costat, la tesi contribueix a la línia de recerca de la Integració Semàntica, que fa referència al problema de reconciliar dades de fonts autònomes mitjançant l'ús d'ontologies i altres eines semàntiques. La tesi suggereix una nova solució a la integració semàntica XML-RDF, i també contribueix al problema de l'Alineació d'Ontologies, definint una mesura de similitud semàntica rigorosa i escalable per grafs etiquetats i dirigits RDF. Per un altre costat, la tesi suggereix una nova solució al problema de traduir una consulta d'un usuari (dirigida a un esquema lògic intermediari), en consultes sobre un conjunt de fonts de dades autònomes, provistes de interfícies web restringides.
En general, la integración de múltiples bases de datos heterogenias tiene como objetivo ofrecer una visión unificada sobre un conjunto de datos preexistente. Esta tesis contribuye a diferentes aspectos del diseño de sistemas de integración de datos modernos en el contexto de la World Wide Web.
Por un lado, la tesis contribuye a la línea de investigación de la Integración Semántica, que hace referencia al problema de reconciliar datos de fuentes autónomas mediante el uso de ontologías i otras herramientas semánticas. La tesis sugiere una nueva solución a la integración semántica XML-RDF, y también contribuye al problema de la Alineación de Ontologías, definiendo una medida de similitud semántica rigurosa i escalable para grafos etiquetados y dirigidos RDF. Por otro lado, la tesis sugiere una nueva solución al problema de traducir una consulta de un usuario (dirigida a un esquema lógico intermediario), en consultas sobre un conjunto de fuentes de datos autónomas, provistas de interfaces web restringidas.
In general, integration of multiple heterogeneous databases aims at giving a unified view over a set of pre-existent data. This thesis contributes to different aspects of the design of modern data integration systems in the context of the World Wide Web.
On one hand, this thesis contributes to the Semantic Integration research trend, which refers to the problem of reconciling data from autonomous sources using ontologies and other semantic-based tools. The thesis suggests a novel solution to XML-RDF semantic integration and also contributes to the problem of Ontology Alignment, defining a rigorous and scalable semantic similarity measure for RDF labelled directed graphs. On the other hand, this thesis suggests a novel solution to the problem of translating a user query (targeting a logical mediated schema), into queries over a set of autonomous data sources provided with restricted web interfaces.
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Huft, Jens. "Microfluidic technologies for the integration of liquid chromatography." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44898.
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The microfabrication technique of Multilayer Soft Lithography (MSL) has emerged as the dominant platform for the development of microfluidic devices in biomedical research. However, Multilayer Soft Lithography, as originally developed, has technological limitations that restrict its effectiveness and versatility in implementing laboratory operations on chip. This thesis solves two of these limitations, namely that channel routing is restricted to planar geometries and that no established methods exist for creating solid-phase columns needed to perform on-chip analytical and preparative separations.
The first technological advancement is the development of a new fabrication method using laser ablation that enables the automated fabrication of interlayer connections in MSL-based microfluidic devices. Real-time image recognition and computer control allow for robust wafer-scale registration of laser ablation features with moulded channel structures. This new functionality removes the constraint that all connected device features lie in a single plane, significantly enhancing achievable feature density and fluid handling complexity.
To further extend the range of accessible bioanalytical applications using MSL-based devices, this thesis also presents the development of a novel microfluidic column geometry that allows rapid packing of multiple microcolumns in parallel with near-perfect yield. These microcolumns are shown to be of high quality, with plate heights comparable to conventional high-performance capillary columns and superior to what has previously been reported for packed microfluidic columns.
Finally, this thesis shows how these new capabilities allow for the implementation of the first fully integrated microfluidic liquid chromatography system that exploits advantages of automation, small sample volume and parallel processing. All elements required for automated sample loading, programmable gradient generation, separation, fluorescent detection, and sample recovery are integrated on a single device.
The ability to reliably fabricate three-dimensional microfluidic devices and to integrate highly optimized solid-phase columns will open many new opportunities for on-chip integration, bringing the ultimate goal of complete lab-on-a-chip integration closer to reality.
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Badley, Kenneth Rea. "Integration" and "the integration of faith and learning." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26769.
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This study attempts to determine what use the term "integration" has in educational discourse, specifically as it appears in the popular phrase in Christian higher education, "the integration of faith and learning." Chapter I records that many educators see widespread disintegration in contemporary education. This perceived disintegration has led to many calls and proposals for educational integration. While educators perceive this increased need for integration, what "integration" means is less and less clear.
By surveying actual usage in educational writing, this thesis distinguishes four general senses of "integration": fusion, incorporation, correlation, and dialogical (in Appendix A and Chapter III). It then explores further typical elements of meaning in educational uses of "integration" (Chapter IV). Chapters III and IV reveal and discuss a number of points of contention between educators as to the "meaning of integration."
Chapter V identifies five main sources of the confusion that often accompanies uses of "integration." It is a positive term and frequently is employed primarily for its value as a slogan. Different educators give "integration" at least three different psychological meanings. The same word is used to denote both processes and end states. It is a polymorphous term whose meaning is not clear until what is being integrated is specified. It is a terra that invites conception-building, though conceptions are rarely announced as such; usually educators' visions of what ought to be come cloaked as definitions of terms.
"The integration of faith and learning" suffers from every weakness that "integration" itself encounters. Its popularity in certain sectors of church education is understandable when considered in its historical context: some branches of the church that once largely abandoned higher education are now trying to express a new interest in it. "Integration" is a choice word to serve as a slogan that expresses a certain conception of Christian education. Beyond its function as a slogan, and despite the other problems that frequently accompany its use, "integration" does have use in education, partly because integration is an important concept in education.Education, Faculty of
Graduate
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Paulsson, Fredrik. "Modularization of the Learning Architecture : Supporting Learning Theories by Learning Technologies." Doctoral thesis, Stockholm : Datavetenskap och kommunikation, Kungliga Tekniska högskolan, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4712.
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Piatt, Katherine Anne. "Changing staff attitudes to learning technologies." Thesis, University of Brighton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436799.
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Бобко, Євгеній. "Innovative technologies in foreign languages learning." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7214.
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Берест, Олег Борисович, Олег Борисович Берест, and Oleh Borysovych Berest. "Modern technologies for learning content creation." Thesis, Сумський державний університет, 2012. http://essuir.sumdu.edu.ua/handle/123456789/29464.
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One of the teacher’s main task is to make his subject as more creative as it can be possible for students to interest them in it. There are many ways to make your lesson more cognitive and useful (for instance, usage of free open educational resources), but nowadays visual interactive learning tools become more popular and popular. And the problem is where to find or how to create necessary staff for you.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/29464
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Jiang, Haotian. "WEARABLE COMPUTING TECHNOLOGIES FOR DISTRIBUTED LEARNING." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1571072941323463.
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Tarantal, Jacobus Cornelius. "Die rol van tegnologiekoördineerders in inligting– en kommunikasie tegnologie [kommunikasietegnologie] in Suid–Afrikaanse skole / Tarantal J.C." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7574.
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Inligting en kommunikasietegnologie (IKT) vorm ‘n belangrike komponent van effektiewe onderrig
en leer. Ten spyte van die gedokumenteerde voordele wat IKT vir onderrig en leer inhou,
bly IKT–integrering in skole steeds gebrekkig. Die implementering van IKT om onderrig
en leer oor ‘n wye reeks van leerareas te bevorder en uit te brei, blyk ‘n groot uitdaging by
meeste skole te wees. Faktore soos fiskale verpligtinge, ruimtelike hindernisse, ondoeltreffende
en gebrekkige infrastruktuur en swak koördinering ondermyn meeste pogings tot effektiewe
en volhoubare IKT–gebruik. Onderwysers wat begin het om IKT in hul onderrigpraktyke
toe te pas, verlang verskillende vorms van ondersteuning, insluitend die van tegniese
en implementeringsondersteuning.
Die SITES modules help om die pad na volhoubare IKT–gebruik in Suid–Afrika aan te dui
deur die vernaamste studies plaaslik en internasionaal uiteen te sit, beste praktyke te beklemtoon
en die noodsaaklikheid van tegnologiekoördineerders te bevestig. Die doel van die
navorsing is gefokus op die rol wat die tegnologiekoördineerder vertolk in die implementering
en benutting van IKT in Suid Afrikaanse skole. Hierdie inligting kan nuttig wees om huidige
onderrig en leerpraktyke in oënskou te neem en om ingeligte besluite rakende effektiewe en
volhoubare IKT–gebruik in onderrig en leer te neem.
Die studie is gebaseer op die bevindinge van die derde SITES studie (SITES 2006), wat ‘n
internasionale kwantitatiewe opname oor die pedagogiese praktyke en gebruike van IKT met
betrekking tot die 21ste eeuse leervaardighede in skole. Die studie het ‘n SDA metodologie
van die Suid Afrikaanse tegnologiekoördineerders gevolg. Aangesien Suid–Afrika aan al drie
studies deelgeneem het kon uit die literatuur longitudinale tendense aangedui word met betrekking
tot IKT–gebruik in Suid–Afrikaanse skole. Tydens die SDA is beskrywende statistiek
uitgevoer en kruistabulerings bereken om betekenisvolle korrelasies tussen veranderlikes te
bepaal.
Alhoewel meeste tegnologiekoördineerders aangetoon het dat die gebruik van IKT relevant
is binne hulle skole, is die vlak van IKT–gebruik binne vakverband besonder laag weens talle
struikelblokke wat die gebruik van IKT in skole belemmer. Daar is ‘n beperkte hoeveelheid
rekenaars en skootrekenaars beskikbaar per skool. By die meeste skole tree onderwysers
op as tegnologiekoördineerders wat ook dan verantwoordelikheid aanvaar vir die instandhouding
van die rekenaars. Die tegnologiekoördineerder se pligte en verantwoordelikheid bestaan hoofsaaklik uit die onderrig van ander vakke en relatief min tyd word gewy aan IKTkursusse
vir leerders en onderwysers, en juis daarom is die formele rol wat die tegnologiekoördineerder
vertolk betreklik laag. Hoewel onderwysers in die meeste skole optree as tegnologiekoördineerders,
ontvang hulle kommerwekkend min professionele onderwysersontwikkeling
(POO). Die studie toon aan dat onderwysers onvoldoende tegniese ondersteuning
ontvang. Tegnologiekoördineerders het betreklik min periodes per week tot hul beskikking
om IKT–ondersteuning aan te bied.
Prakties betekenisvolle korrelasies tussen die gebruik van IKT in die onderrig en leer van
leerareas hang af van die beskikbaarheid van IKT–toerusting. Die gebruik van IKT in die onderrig
en leer van leerareas, is in ‘n sekere mate afhanklik van die beskikbaarheid van IKT
ondersteuning vir meeste van die verskillende aktiwiteite wat by skole plaasvind. Vir effektiewe
en volhoubare IKT–gebruik is dit belangrik dat die onderwysers tegniese– en POO ontvang
en dit sal vereis dat die tegnologiekoördineerder ‘n meer prominente rol vervul in Suid
Afrikaanse skole. Tegnologiekoördineerders speel ‘n toonaangewende rol in die koördinering,
instandhouding, ondersteuning en bemagtiging van fasiliteite en gebruikers by onderwysinstellings.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2012.
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Nworie, Grace A. "Systems integration and analysis of advanced life support technologies." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1756.
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Kretschmer, Mathias Raimund Otto. "Integration of unidirectional technologies into wireless back-haul architecture." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/6574.
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Back-haul infrastructures of today's wireless operators must support the triple-play services demanded by the market or regulatory bodies. To cope with increasing capacity demand, the EU FP7 project CARMEN has developed a cost-effective heterogeneous multi-radio wireless back-haul architecture, which may also leverage the native multicast capabilities of broadcast technologies such as DVB-T to off-load high-bandwidth broadcast content delivery. However, the integration of such unidirectional technologies into a packet-switched architecture requires careful considerations. The contribution of this thesis is the investigation, design and evaluation of protocols and mechanisms facilitating the integration of such unidirectional technologies into the wireless back-haul architecture so that they can be configured and utilized by the spectrum and capacity optimization modules. This integration mainly concerns the control plane and, in particular, the aspects related to resource and capability descriptions, neighborhood, link and Multi Protocol Label Switching (MPLS) Label-Switched Path (LSP) monitoring, unicast and multicast LSP signalling as well as topology forming and maintenance. During the course of this study we have analyzed the problem space, proposed solutions to the resulting research questions and evaluated our approach. Our results show that the now Unidirectional Technology (UDT)-aware architecture can readily consider Unidirectional Technologies (UDTs) to distribute, for example, broadcast content.
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Palm, Emanuel. "The Performance, Interoperability and Integration of Distributed Ledger Technologies." Licentiate thesis, Luleå tekniska universitet, EISLAB, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74046.
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In the wake of the financial crisis of 2008, Bitcoin emerged as a radical new alternative to the fiat currencies of the traditional banking sector. Through the use of a novel kind of probabilistic consensus algorithm, Bitcoin proved it possible to guarantee the integrity of a digital currency by relying on network majority votes instead of trusted institutions. By showing that it was technically feasible to, at least to some extent, replace the entire banking sector with computers, many significant actors started asking what else this new technology could help automate. A subsequent, seemingly inevitable, wave of efforts produced a multitude of new distributed ledger systems, architectures and applications, all somehow attempting to leverage distributed consensus algorithms to replace trusted intermediaries, facilitating value ownership, transfer and regulation. In this thesis, we scrutinize distributed ledger technologies in terms of how they could help facilitate the digitization of contractual cooperation, especially in the context of the supply chain and manufacturing industries. Concretely, we consider them from three distinct technical perspectives, (1) performance, (2) interoperability and (3) integration. Voting systems, with or without probabilistic mechanisms, require significant time and resources to operate, for which reason it becomes relevant to investigate how the costs of running those systems can be mitigated. In particular, we consider how a blockchain, a form of distributed ledger, can be pruned to in order to reduce disk space requirements. Furthermore, no technical system part of a larger business is an island, but will have to be able to interoperate with other systems to maximize the opportunity for automation. For this reason, we also consider how transparent message translation between systems could be facilitated, as well as presenting a formalism for expressing the syntactic structure of message payloads. Finally, we propose a concrete architecture, the Exchange Network, that models contractual interactions as negotiations about token exchanges rather than as function invocations and state machine transitions, which we argue lowers the barrier to compatibility with conventional legal and business practices. Even if no more trusted institutions could be replaced by any forthcoming distributed ledger technologies, we believe contractual interactions becoming more digital would lead to an increased opportunity for using computers to monitor, assist or even directly participate in the negotiation, management and tracking of business agreements, which we see as more than enough to warrant the cost of further developing of the technology. Such computer involvement may not just save time and reduce costs, but could also enable new kinds of computer-driven economies. In the long run, this may enable new levels of resource optimization, and not just within large organizations, but also smaller companies, or even the homes of families and individuals.
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Paul, Sourav, and Saranik Sarkar. "Integration of Cryogenic Machining Technologies in Advance Manufacturing Systems." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-262225.
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Conventional cutting fluids are an absolute necessity in today’s manufacturing domain, butthey are a polluting and non-sustainable part of modern manufacturing processes. These conventional cutting fluids can be replaced by cryogenic cooling, which is an innovative and sustainable method which has been successfully implemented to produce aerospace products and have shown great success and great quality of finished products. But the implementation is the main obstruction as the volume of production in aerospace and automotive components is quite vast and implementation of cryogenic may pose an obstruction in maintaining the production flow. This leaves us with a large unexplored area for research specially in the implementation of the system in the existing system, which canhelp us get a seamless transition from conventional to cryogenic cooling. Some of the notable points that there is a need to investigate before one can go ahead with the implementationare factory layout, chip removal, raining of personal, safety, monitoring system, cost, time, implementation and integration, maintenance, source placement, mass scale supply and quality. In the first part of this work, a deep literature study has been done to know all the aspects of cryogenics and its implementation and factors that must be considered. In the second a discussion about the target industries has been made where use of cryogenic cooling has been considered. Also, a small discussion about the existing companies that provide this system has also been discussed. The room for improvisation is very large, and a lot of physical testing needs to be conducted before it can be successfully implemented.Konventionella skärvätskor är en absolut nödvändighet inom dagens tillverkningsdomän, men de är en förorenande och icke-hållbar del av moderna tillverkningsprocesser. Dessa konventionella skärvätskor kan ersättas med kryogen kylning, som är en innovativ och hållbar metod som framgångsrikt har implementerats för att producera flyg- och rymdprodukter och har gett stor framgång och hög kvalitet på färdiga produkter. Men implementeringen är den största utmaningen eftersom produktionsvolymen för flyg- och bilkomponenter är ganska stor och implementering av kryogen kan utgöra ett hinder för att bibehålla produktionsflödet. Detta ger oss ett stort outforskat område för forskning speciellt vid implementeringen av systemet i det befintliga systemet, vilket kan hjälpa oss att få en sömlös övergång från konventionell till kryogen kylning. Några av de viktige punkterna som man måste undersöka innan man går vidare med implementeringen är fabrikslayout, spånborttagning, utbildning av personal, säkerhet, övervakningssystem, kostnad, tid, implementering och integration, underhåll, källans placering, storskalig produktion och kvalitet. I den första delen av detta arbete har en omfattande litteraturstudie gjorts för att lära alla aspekter av kryogen kylning och dess genomförande och faktorer som måste beaktas. I den andra har en diskussion om målgruppen inom industrin genomförts där användning av kryogen kylning är relevant. Dessutom har en liten diskussion förts om de befintliga företagen som tillhandahåller dessa system. Möjligheten till improvisation är mycket stor och mycket testning måste genomföras innan tekniken kan implementeras framgångsrikt.
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Villagrasa, Falip Sergio. "Technologies enhanced learning and gamification for teaching and learning innovation." Doctoral thesis, Universitat Ramon Llull, 2016. http://hdl.handle.net/10803/351961.
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La present memòria de tesi, aborda d'un mode interdisciplinar i holístic l'ús d'estratègies de joc (conegudes com gamificació) per incrementar la motivació de l'estudiant universitari usant les anomenades TEL (Technology Enhanced Learning). Amb l'ús d'aquest tipus de tecnologies (entre les que es podrien trobar la Realitat Virtual, RV, la Realitat Augmentada, RA; mètodes híbrids de presentació, etc.) es pretén aconseguir una manera de fer més eficaç, eficient i satisfactoria en l'adquisició de determinades competències.
Aquest plantejament basat en tècniques d'investigació lligades a l'experiència d'usuari (UX), es focalitza en millorar el rendiment acadèmic (currículum) dels alumnes objecte d'estudi: estudiants de 1r i 2n any dels graus d'Arquitectura, Ciències i Tecnologies de la Construcció i Enginyeria Multimèdia (La Salle Campus Barcelona, Universitat Ramon Llull).
La tesi comença definint els objectius i hipòtesis de treball, per a continuació analitzar les metodologies de l'aprenentatge i de l'educació, i presentar la metodologia emprada en la investigació. Seguidament es centra en els aspectes de l'avaluació de la motivació, la tecnologia TEL i la gamificació aplicada a l'educació.
S'han desenvolupat diferents casos d'estudi en les matèries d'Eines Informàtiques I - II i Animació per Ordinador I - II de les àrees anteriorment indicades. Aquestes matèries comparteixen una sèrie de competències transversals: capacitat espacial, treball autònom i en equip, habilitat informàtica, visualització tridimensional. La introducció de mètodes gamificats per a la millora en l'adquisició d'aquestes competències i l'avaluació dels sistemes tecnològics utilitzats per a la seva consecució, és sens dubte, el fet diferencial i innovador d'aquesta tesi.
Els articles presentats per compendi en aquesta tesi són un clar exemple dels resultats obtinguts. En ells es pot observar, com l'ús conjunt de mecàniques de joc i tecnologies avançades de visualització generen una major motivació de l'estudiant. Aquests resultats comporten una més ràpida i millor adquisició de les competències on es comproba una correlació directa d’una millora curricular.La presente memoria de tesis, aborda de un modo interdisciplinar y holístico el uso de estrategias de juego (conocidas como gamificación) para incrementar la motivación del estudiante universitario usando las denominadas TEL (Technology Enhanced Learning). Con el uso de este tipo de tecnologías (entre las que se podrían encontrar la Realidad Virtual, RV; la Realidad Aumentada, RA; métodos híbridos de presentación, etc) se pretende conseguir un modo más eficaz, eficiente y satisfactorio en la adquisición de determinadas competencias. Este planteamiento basado en técnicas de investigación ligadas a la eXperiencia de Usuario (UX), se focaliza en mejorar el rendimiento académico (curriculum) de los alumnos objeto de estudio: estudiantes de 1er y 2º año de los grados de Arquitectura, Ciencias y Tecnologías de la Construcción e Ingeniería Multimedia (La Salle Campus Barcelona, Universitat Ramon Llull). La tesis comienza definiendo los objetivos e hipótesis de trabajo, para a continuación analizar las metodologías del aprendizaje y de la educación, y presentar la metodología empleada en la investigación. Seguidamente se centra en los aspectos de la evaluación de la motivación, la tecnología TEL y la gamificación aplicada en la educación. Se han desarrollado diferentes casos de estudio en las materias de Herramientas Informáticas I - II y Animación por Ordenador I - II de las áreas anteriormente indicadas. Dichas materias comparten una serie de competencias transversales: capacidad espacial, trabajo autónomo y en equipo, habilidad informática, visualización tridimensional. La introducción de métodos gamificados para la mejora en la adquisición de dichas competencias y la evaluación de los sistemas tecnológicos utilizados para su consecución, es sin duda alguna, el hecho diferencial e innovador de esta tesis. Los artículos presentados por compendio en esta tesis son un claro ejemplo de los resultados obtenidos. En ellos se puede observar, como el uso conjunto de mecánicas de juego y tecnologías avanzadas de visualización generan una mayor motivación del estudiante. Estos resultados conllevan una más rápida y mejor adquisición de las competencias lo cual se correla directamente con una mejora curricular.
This PhD dissertation addresses an interdisciplinary and holistic manner using game strategies (known as gamificación) to increase the motivation of college student using TEL (Technology Enhanced Learning). With the use of these technologies (among them could find the Virtual Reality, RV, Augmented Reality, RA; hybrid methods of presentation, etc) is to achieve a more effective, efficient and satisfactory manner in the acquisition of certain competences. This research based on techniques related to user experience (UX) approach focuses on improving academic performance (curriculum) of students under study: students 1st and 2nd year of the Degree of Architecture, Building Engineering and Multimedia Engineering (La Salle Campus Barcelona, Universitat Ramon Llull). The thesis begins defining the objectives and working hypotheses, then analyze the methodologies of learning and education, and the methodology used in the investigation. Then it focuses on aspects of assessing motivation, TEL and gamification technology applied in education. They have developed different case studies in the areas of software tools I - II and Computer Animation I - II of the areas indicated above. These materials have a number of generic skills: spatial ability, autonomous and team work, computer skills, three-dimensional visualization. Gamification methods for acquiring these skills and assessment of technological systems undoubtedly innovative differential fact of this thesis. The papers presented in this thesis by compendium are a clear example of the results obtained. These papers explain how game mechanics and advanced display technologies generate greater student motivation. These results imply a faster and better acquisition of skills which are directly correlates with curriculum improvement.
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Fertig, Emily. "Facilitating the Development and Integration of Low-Carbon Energy Technologies." Research Showcase @ CMU, 2013. http://repository.cmu.edu/dissertations/212.
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Climate change mitigation will require extensive decarbonization of the electricity sector. This thesis addresses both large-scale wind integration (Papers 1-3) and development of new energy technologies (Paper 4) in service of this goal.
Compressed air energy storage (CAES) could be paired with a wind farm to provide firm, dispatchable baseload power, or serve as a peaking plant and capture upswings in electricity prices. Paper 1 presents a firm-level engineering-economic analysis of a wind/CAES system with a wind farm in central Texas, load in either Dallas or Houston, and a CAES plant whose location is profit-optimized. Of a range of market scenarios considered, the CAES plant is found to be profitable only given the existence of large and infrequent price spikes. Social benefits of wind/CAES include avoided construction of new generation capacity, improved air quality during peak demand, and increased economic surplus, but may not outweigh the private cost of the CAES system nor justify a subsidy.
Like CAES, pumped hydropower storage (PHS) ramps quickly enough to smooth wind power and could profit from arbitrage on short-term price fluctuations exacerbated by large-scale wind. Germany has aggressive plans for wind power expansion, and Paper 2 analyzes an investment opportunity in a PHS facility in Norway that practices arbitrage in the German spot market. Price forecasts given increased wind capacity are used to calculate profit-maximizing production schedules and annual revenue streams. Real options theory is used to value the investment opportunity, since unlike net present value, it accounts for uncertainty and intertemporal choice. Results show that the optimal investment strategy under the base scenario is to wait approximately eight years then invest in the largest available plant.
Paper 3 examines long-distance interconnection as an alternate method of wind power smoothing. Frequency-domain analysis indicates that interconnection of aggregate regional wind plants across much of the western and mid-western U.S. would not result in significantly greater smoothing than interconnection within a single region. Time-domain analysis shows that interconnection across regions reduces the magnitude of low-probability step changes and doubles firm power output (capacity available at least 92 % of the time) compared with a single region. An approximate cost analysis indicates that despite these benefits, balancing wind and providing firm power with local natural gas turbines would be more cost-effective than with transmission interconnection.
Papers 1 and 3 demonstrate the need for further RD&D (research, development, and deployment) of low-carbon energy technologies. Energy technology development is highly uncertain but most often modeled as deterministic, which neglects the ability both to adapt RD&D strategy to changing conditions and to invest in initially high-cost technologies with small breakthrough probabilities. Paper 4 develops an analytical stochastic dynamic programming framework in which RD&D spending decreases the expected value of the stochastic cost of a technology. Results for a two-factor cost model (which separates RD&D into R&D and learning-by-doing) applied to carbon capture and sequestration (CCS) indicate that given 15 years until large-scale deployment, investment in the RD&D program is optimal over a very broad range of initial mitigation costs ($10-$380/tCO2). While the NPV of the program is zero if initial mitigation cost is $100/tCO2, under uncertainty the program is worth about $7 billion. If initial mitigation cost is high, the program is worth most if cost reductions exogenous to the program (e.g. due to private sector activity) are also high. Factors that promote R&D spending over learning-by-doing include more imminent deployment, high initial cost, lower exogenous cost reductions, and lower program funds available.
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Cardell, Judith Bernitt. "Renewable energy technologies : analysis and policy tools for utility integration." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/34046.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1994.Includes bibliographical references (p. 143-150).
by Judith Bernitt Cardell.
M.S.
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Bleiker, Simon J. "Heterogeneous 3D Integration and Packaging Technologies for Nano-Electromechanical Systems." Doctoral thesis, KTH, Mikro- och nanosystemteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-207185.
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Three-dimensional (3D) integration of micro- and nano-electromechanical systems (MEMS/NEMS) with integrated circuits (ICs) is an emerging technology that offers great advantages over conventional state-of-the-art microelectronics. MEMS and NEMS are most commonly employed as sensor and actuator components that enable a vast array of functionalities typically not attainable by conventional ICs. 3D integration of NEMS and ICs also contributes to more compact device footprints, improves device performance, and lowers the power consumption. Therefore, 3D integration of NEMS and ICs has been proposed as a promising solution to the end of Moore’s law, i.e. the slowing advancement of complementary metal-oxide-semiconductor (CMOS) technology.In this Ph.D. thesis, I propose a comprehensive fabrication methodology for heterogeneous 3D integration of NEM devices directly on top of CMOS circuits. In heterogeneous integration, the NEMS and CMOS components are fully or partially fabricated on separate substrates and subsequently merged into one. This enables process flexibility for the NEMS components while maintaining full compatibility with standard CMOS fabrication. The first part of this thesis presents an adhesive wafer bonding method using ultra-thin intermediate bonding layers which is utilized for merging the NEMS components with the CMOS substrate. In the second part, a novel NEM switch concept is introduced and the performance of CMOS-integrated NEM switch circuits for logic and computation applications is discussed. The third part examines two different packaging approaches for integrated MEMS and NEMS devices with either hermetic vacuum cavities or low-cost glass lids for optical applications. Finally, a novel fabrication approach for through silicon vias (TSVs) by magnetic assembly is presented, which is used to establish an electrical connection from the packaged devices to the outside world.Tredimensionell (3D) integration av mikro- och nano-elektromekaniska system (MEMS/NEMS) med integrerade kretsar (ICs) är en ny teknik som erbjuder stora fördelar jämfört med konventionell mikroelektronik. MEMS och NEMS används oftast som sensorer och aktuatorer då de möjliggör många funktioner som inte kan uppnås med vanliga ICs.3D-integration av NEMS och ICs bidrar även till mindre dimensioner, ökade prestanda och mindre energiförbrukning av elektriska komponenter. Den nuvarande tekniken för complementary metal-oxide-semicondictor (CMOS) närmar sig de fundamentala gränserna vilket drastiskt begränsar utvecklingsmöjligheten för mikroelektronik och medför slutet på Moores lag. Därför har 3D-integration identifierats som en lovande teknik för att kunna driva vidare utvecklingen för framtidens elektriska komponenter.I denna avhandling framläggs en omfattande fabrikationsmetodik för heterogen 3D-integration av NEMS ovanpå CMOS-kretsar. Heterogen integration betyder att både NEMS- och CMOS-komponenter byggs på separata substrat för att sedan förenas på ett enda substrat. Denna teknik tillåter full processfrihet för tillverkning av NEMS-komponenter och garanterar kompatibilitet med standardiserade CMOS-fabrikationsprocesser.I den första delen av avhandlingen beskrivs en metod för att sammanfoga två halvledarskivor med en extremt tunn adhesiv polymer. Denna metod demonstreras för 3D-integration av NEMS- och CMOS-komponenter. Den andra delen introducerar ett nytt koncept för NEM-switchar och dess användning i NEM-switch-baserade mikrodatorchip. Den tredje delen presenterar två olika inkapslingsmetoder för MEMS och NEMS. Den ena metoden fokuserar på hermetisk vakuuminkapsling medan den andra metoden beskriver en lågkostnadsstrategi för inkapsling av optiska komponenter. Slutligen i den fjärde delen presenteras en ny fabrikationsteknik för så kallade ”through silicon vias” (TSVs) baserad på magnetisk självmontering av nickeltråd på mikrometerskala.
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Nhavoto, José António. "Integration of Mobile Technologies with Routine Healthcare Services in Mozambique." Doctoral thesis, Örebro universitet, Handelshögskolan vid Örebro Universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-56948.
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Mobile technologies are emerging as one way to help address health challenges in many countries, including in Least Developed Countries. Mobile technology can reach a large share of the population but in order to provide effective support to healthcare services, technology, information collection and dissemination, and work processes need to be well aligned. The thesis uses a design science methodological approach and mixes qualitative and quantitative data analysis to address the question of, How can mobile technologies be effectively integrated with routine healthcare services? The study concerns the design, implementation, and evaluation of a mobile technology-based system, called SMSaúde, with the aim of improving the care of patients with HIV/AIDS and tuberculosis in Mozambique. The work started with the elicitation of functional and user requirements, based on focus group discussions. An important challenge, as in many mHealth interventions, was the integration with routine healthcare services and the existing IT systems, as well as developing a scalable technical structure. The system has now been in routine use since 2013 in more than 16 healthcare clinics in Mozambique. Evaluation was done by a randomised controlled study. Analysis of patient records showed that retention in care in urban areas was significantly higher in the intervention group than in the control group. In a user study both patients and health professionals were very positive to the system. The thesis contributes to research by demonstrating how information system artefacts can be constructed and successfully implemented in resource-constrained settings. The practical contributions include the designed artefact itself as well as improved healthcare practices and mHealth policy recommendations.
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Palmér, Matthias. "Learning Applications based on Semantic Web Technologies." Doctoral thesis, KTH, Medieteknik och interaktionsdesign, MID, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-104446.
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The interplay between learning and technology is a growing field that is often referred to as Technology Enhanced Learning (TEL). Within this context, learning applications are software components that are useful for learning purposes, such as textbook replacements, information gathering tools, communication and collaboration tools, knowledge modeling tools, rich lab environments that allows experiments etc. When developing learning applications, the choice of technology depends on many factors. For instance, who and how many the intended end-users are, if there are requirements to support in-application collaboration, platform restrictions, the expertise of the developers, requirements to inter-operate with other systems or applications etc. This thesis provides guidance on a how to develop learning applications based on Semantic Web technology. The focus on Semantic Web technology is due to its basic design that allows expression of knowledge at the web scale. It also allows keeping track of who said what, providing subjective expressions in parallel with more authoritative knowledge sources. The intended readers of this thesis include practitioners such as software architects and developers as well as researchers in TEL and other related fields. The empirical part of the this thesis is the experience from the design and development of two learning applications and two supporting frameworks. The first learning application is the web application Confolio/EntryScape which allows users to collect files and online material into personal and shared portfolios. The second learning application is the desktop application Conzilla, which provides a way to create and navigate a landscape of interconnected concepts. Based upon the experience of design and development as well as on more theoretical considerations outlined in this thesis, three major obstacles have been identified: The first obstacle is: lack of non-expert and user friendly solutions for presenting and editing Semantic Web data that is not hard-coded to use a specific vocabulary. The thesis presents five categories of tools that support editing and presentation of RDF. The thesis also discusses a concrete software solution together with a list of the most important features that have crystallized during six major iterations of development. The second obstacle is: lack of solutions that can handle both private and collaborative management of resources together with related Semantic Web data. The thesis presents five requirements for a reusable read/write RDF framework and a concrete software solution that fulfills these requirements. A list of features that have appeared during four major iterations of development is also presented. The third obstacle is: lack of recommendations for how to build learning applications based on Semantic Web technology. The thesis presents seven recommendations in terms of architectures, technologies, frameworks, and type of application to focus on. In addition, as part of the preparatory work to overcome the three obstacles, the thesis also presents a categorization of applications and a derivation of the relations between standards, technologies and application types.QC 20121105
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Šileikienė, Irma. "The research on e-learning information technologies." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2005~D_20060103_160509-20867.
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Modern Internet technologies have allowed new learning methods to appear for the realisation of which e-learning information technologies are created. While organizing distance learning the problems of selecting and integrating these technologies surface. That has motivated to conduct research on e-learning information technologies.
It can be stated that the especially important task today is to create such infrastructure of the Virtual University that enables to merge both various distance learning methods and various learning environments used for creating distance courses as well as to conform to e-learning standards.
This work introduces:
· the formulation of the requirements for the distance education information system;
· the concept of the distance education information system and selected technologies for its implementation have been designed;
· the architecture of two different application servers that enables to use different information technologies in a single information system have been offered. It is scalable, it does not depend on the platform and has a unified identification mechanism;
· the unified system that enables to manage education processes, educational programmes, e-courses created in various virtual learning media and other resources as well as to administer the activities of students and lecturers.
The system created is open, multiplatform and adapted for various information technologies and different application servers, supports various... [to full text]Šiuolaikinės internetinės technologijos leido atsirasti naujiems mokymo metodams, kurių realizavimui kuriamos e. mokymosi informacinė technologijos. Organizuojant nuotolines studijas, iškyla šių technologijų pasirinkimo ir derinimo problemos. Tai paskatino atlikti e. mokymosi informacinių technologijų tyrimą.
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Harnisch, D. L. "Principles and technologies for improving student learning." Thesis, Видавництво СумДУ, 2004. http://essuir.sumdu.edu.ua/handle/123456789/23148.
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Vasiljev, Artem. "Modern technologies and learning English: distance education." Thesis, Молодь у глобалізованому світі: академічні аспекти англомовних фахових досліджень (англ. мовою) / Укл., ред. А.І.Раду: збірник мат. конф. - Львів: ПП "Марусич", 2011. - 147 с, 2011. http://er.nau.edu.ua/handle/NAU/20866.
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Ramsay, Craig R. "Assessing the learning curves of health technologies." Thesis, University of Aberdeen, 2000. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU602014.
Full textAbstract:
Many health technologies exhibit some form of learning effect, and this represents a barrier to rigorous assessment by randomised controlled trials. There is reluctance to evaluate while the technique is being learnt, yet unwillingness to admit uncertainty once it has been learnt. In principle, statistical description of a learning curve and subsequent adjustment of an evaluation to take account of learning effects should solve this problem. Exactly how the analyses should be performed has been unclear. This thesis has three components: Systematic review of health technology assessment literature: a systematic description of studies that directly assessed the learning curve effect of health technologies. Systematic search of non-health technology assessment literature: a systematic identification of 'novel' statistical techniques applied to learning curve data in other fields, such as psychology and manufacturing. Testing of statistical methods: testing of these statistical techniques in sets of data describing a variety of health technologies where learning curve effects are known to exist.
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De, Villiers Gabrielle Joy. "Asynchronous web-based technologies to support learning." Thesis, Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-03122002-093248.
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