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Dissertations / Theses on the topic 'Learning by Design'

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Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

Balis, Gerasimos. "Learning to design learning through design : service design and experientially acquired entrepreneurial learning." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/124503/.

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The study examines the contribution of the emerging practice of Service Design in Entrepreneurial Learning, or the creation of knowledge that supports shaping and managing new ventures. It is supported by an empirical investigation spanning a pilot study and two case studies in the contexts of enterprise education for nascent entrepreneurs and Service Design consultations with mature entrepreneurs. Three main research questions are addressed, namely what is the focus of service design activities in entrepreneurship, what types of entrepreneurial knowledge are generated through service design activities and how does the transformation of experience to entrepreneurial learning take place in Service Design. The Service Design process in both case studies was deconstructed through a learning lens applying a framework that captures the contribution of individual activities in learning, namely capturing the domain of knowledge they relate to – ie. the current situation, a potential future situation or the implementation of a specific idea, as well as the way in which they contribute to new knowledge creation. Moreover experiential learning theory was mobilised due to its broad scope and previous use in both fields, to capture the process of experience transformation into new knowledge. The findings of the study highlight a focus on implementation in Service Design activities, through analysis of the current situation and modelling of various aspects of the venture. The main types of knowledge generated are service specifications user insights as well as insights about being entrepreneurial, namely the importance of empathy and Service Design as an approach to opportunity development. Experience is transformed to knowledge primarily through exploitation and assimilative learning based on abstract conceptualisation.

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2

Kickbusch, Steven. "How learning designers work with teachers." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235922/1/Steven%2BKickbusch_PhD_Thesis_2022%282%29.pdf.

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This thesis investigates the relationship between learning designers and teachers by addressing the question: How do learning designers work with teachers to develop their capability to design for learning? It explores the role of learning designers as both co-designer and coach through studies into the way that these roles play out during learning design sessions and the methods available for investigating them. It investigates how learning designers facilitate teachers’ development in three ways: design mindshift progression, design for learning skills and processes, and pedagogical skills for enacting learning designs.

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3

Thomson, Rory. "Public Design : Learning alternatives together." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97615.

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The project I describe in this report took place over the course of three months, coinciding with the outbreakof the coronavirus pandemic, and is the culmination of my BA in “Design + Change”. Inherent in this courseis a proposition that is central to my work here.The “Design + Change” programme covers a wide range of Design practices, and offers an overview of manypressing issues in need of socially and environmentally sustainable change. As I see it, the rubric of “Change”appeals to a sense of Urgency; and “Design” is a promising site of Agency. These two keywords have beencentral to my project from the beginning, and when brought together, I believe they make an appeal to values.Between the Urgency and the Agency of the present moment, is Crisis. “Crisis”, from the Ancient Greek,krinein, means: “to choose, to decide”. We are currently in a position of empirical urgency, but we are alsoin subjective and intersubjective crisis. Not only is the environment under threat, but so is the public realmwhich is vital for concerted action. It is increasingly common to feel that it is “easier to imagine the end of theworld than the end of capitalism”1, and maybe most alarmingly, it is harder and harder to sustain constructivedialogue about any of the crises we face with those we don’t agree with. If we want to overcome this impasse,we have to collectively entertain basic questions about how we want to live and what we want to live for.The work I detail here aims to provide fruitful answers to my carefully assembled research question:“How do I sustain myself while working towards Sustainment?”(Sustainment is the view of sustainability concerned with the long-term existence of life on Earth, and distinctfrom its pervasive, hollowed-out version, given in to the marketing of “sustainable consumerism”.)In my framing of this project I made the deliberate choice to remain consistent with this urgency even if thistranscended the boundaries of design. This approach is captured perfectly in Naomi Klein’s adage that “Thereare no non-radical options left on the table”.This project comes out of is an uncompromising curiosity for the kinds of practices that might evoke theagency to bring about meaningful systemic transformation, whether or not they are understood as design. Itis a process of “prototyping” these kinds of practices with others, since we are all designers and everything isdesigned.This was only possible, however, after taking an unflinching look at disciplines’, professions’ and employment’srole in driving change.The “method” that came out of this is the confluence of Learning (Pedagogy, research), Alternatives (Prefigurativepolitics), Together (Participatory Design, Design Activism).

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4

Ekholm, Helena. "Learning Through Level Design : Using a learning taxonomy to map level design to pedagogy." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-9471.

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Entertainment games are known for their motivational and engaging benefits when it comes to teaching the player how to play games. Still, there is little research about the connection between pedagogy and entertainment games. This knowledge could be used to develop educational games that utilize those sought after benefits of engagement and motivation. The purpose of this research is therefore to conduct a case study that identifies the underlying pedagogical elements in the level design components game progression and pacing in the entertainment game Space Team: Pocket Planets. The results show that by breaking down gameplay into level design components, used to teach the player how to play the game, and mapping them to a learning taxonomy, the pedagogical elements that corresponds to those components can be identified. This information can be used as a method when it comes to evaluating the pedagogy present in other games and to bridge the knowledge gap between game designers of educational and entertainment games.

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5

Kehoe, Colleen Mary. "Supporting critical design dialog." Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/9171.

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6

Liu, Yuanliang. "Design of learning objects to support constructivist learning environments." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4304.

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Thesis (M.S.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (December 13, 2006) Includes bibliographical references.

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7

Vujovic, Milica. "Studying collaborative learning space design with multimodal learning analytics." Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/673315.

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Research has provided relevant advances in evidence-based design for productive learning. For example, in the field of collaborative learning, there is extensive evidence for some key learning design elements, such as methods of structuring activity sequencing, group formation techniques, and technology mediating collaboration. However, progress has been more limited in the area of evidence-based design of collaborative learning physical spaces. Contradictorily, research on learning spaces and their impact on teaching and learning have been a field of inquiry for decades. Existing studies have explored how learning spaces can play a role in inhibiting or encouraging student participation in active learning tasks, such those applying collaborative learning methods. However, the methods used in these studies have provided limited empirical evidence on the effects that specific design elements of collaborative learning spaces have on student behaviour. In this context, technological advances in data capture and analysis tools offer new opportunities and challenges to overcome this lack of evidence. In particular, the potential to advance learning space research through approaches involving Multimodal Learning Analytics (MMLA) is becoming increasingly clear. This dissertation contributes to emerging MMLA research by aiming to disentangle the effects of space design elements and their interaction with other learning design elements in order to help broaden the evidence-based design spectrum with more fruitful learning. In particular, the thesis focuses on the interaction of table shapes in learning spaces with the group size learning design element. The dissertation also explores the relevant, but often neglected, gender perspective. An experimental design methodology is applied with the objective of answering research questions related to: (1) the differences in student behaviour when two table shapes and two group sizes are used; (2) indicators relevant to collaborative learning space research; and (3) data collection, analytical, and visualisation techniques. Contributions include the first empirical evidence about the influence of table shape on student behaviour, including effects arising from the interaction of table shape with group size and student gender. In addition, the dissertation offers a new case that discusses MMLA indicators in this field and explores how motion capture, temporal analysis, and aggregated visualisation can contribute to collaborative learning space research.
Ha habido avances importantes en la investigación en el ámbito del diseño para el aprendizaje efectivo basado en evidencias. Por ejemplo, en el ámbito del aprendizaje colaborativo, se han conseguido evidencias sobre algunos elementos importantes de su diseño, como los métodos para estructurar las secuencias de actividades, las técnicas de formación de grupo o la tecnología que media la colaboración. Sin embargo, el avance ha sido más limitado en el área del diseño de los espacios físicos para el aprendizaje colaborativo. Contradictoriamente, la investigación sobre los espacios de aprendizaje y su impacto en la educación han sido objeto de investigación durante décadas. Estudios existentes han explorado cómo los espacios de aprendizaje juegan un papel en inhibir o favorecer la participación de los estudiantes en tareas de aprendizaje activo, como las que aplican métodos de aprendizaje colaborativo. Sin embargo, los métodos utilizados en estos estudios han generado muy pocas evidencias empíricas sobre los efectos que elementos específicos de esos espacios tienen en el comportamiento de los estudiantes. En este contexto, los avances en las tecnologías para la captura y el análisis de datos ofrecen nuevas oportunidades, y retos, para cubrir esta falta de evidencias. En particular, el potencial de la Analítica de Aprendizaje Multimodal (MMLA, de sus siglas en inglés) se está vislumbrando como especialmente prometedor para avanzar la investigación sobre los espacios de aprendizaje. Esta tesis doctoral contribuye al campo emergente de MMLA con el objetivo de desgranar los efectos de los elementos de diseño en los espacios de aprendizaje y su interacción con otros elementos de diseño para el aprendizaje. El objetivo último es ampliar el espectro del diseño basado en evidencias para el aprendizaje efectivo. Para ello, la tesis se centra en estudiar la interacción de las formas de las mesas con el tamaño de grupo, como elementos de diseño sobre el espacio y sobre el método de aprendizaje. La tesis también explora la perspectiva de género, una perspectiva relevante pero no suficientemente considerada en el ámbito. La metodología empleada es de diseño experimental y se plantean preguntas de investigación relacionadas con: (1) las diferencias en el comportamiento de los estudiantes cuando se utilizan dos tipos de mesas y tamaños de grupo; (2) los indicadores de analítica de aprendizaje relevantes en la investigación de espacios de aprendizaje colaborativo; (3) las técnicas para la recogida, el análisis y la visualización de datos. Las contribuciones de la tesis incluyen unas primeras evidencias científicas sobre la influencia de las formas de las mesas en el comportamiento de los estudiantes, considerando la interacción con el tamaño de grupo y el género. Además, la tesis también ofrece un nuevo caso de recogida de datos que permite revisar la validez de indicadores MMLA propuestos en el campo y explorar como aproximaciones de captura de movimiento, análisis temporal y visualización avanzada pueden contribuir a la investigación en espacios para el aprendizaje colaborativo.

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8

Timmers, Kendell M. (Kendell MacQueen) 1978. "Learning together better : the structured design of learning teams." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17729.

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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, Operations Research Center, 2004.
Includes bibliographical references (p. 105-110).
There is a great need among educators for a way to quickly assign teams in large or distance learning classrooms in a manner superior to random assignment or student self-selection. Forming teams based on knowledge of students' characteristics is too time-consuming for large classrooms, yet research has shown that the characteristics of individuals greatly affect the quality of the teamwork experience. This thesis provides an automated method to quickly assign students to teams based on individual characteristics. We begin with a thorough review of the literature on how individuals' characteristics affect team behavior, focusing on the level of diversity of four main classes of traits - knowledge/skills/abilities, demographics, personality, and motivation. By forming teams that have diversity on some of these traits and homogeneity on others, we will be able to improve performance over randomly assigned teams. We frame this problem from a group dynamics perspective, measuring the compatibility of every dyad of students within a team. We propose, for several group environments, which traits should be homogeneous and which heterogeneous, and how important each trait is, and use these values to create an equation for a student compatibility score, a number representing how well a pair of students will work together. We then simulate team assignment to determine which of several heuristics is most efficient. A combination of random generation and pairwise exchange is found to be the best, forming teams with average compatibilities 307% higher than the average randomly generated team. The code for this program is included in the appendices.
(cont.) Additionally, we perform a classroom experiment in which sections of a class are divided into teams by three different methods - random assignment, intuition, and the method devised above. Although the experimental design was flawed, the results were encouraging, demonstrating that average student compatibility on a team was significantly positively associated with both the resulting team grade and the students' perception of how much they learned about teamwork. For a more detailed executive summary of this work, please see the Structure of the Thesis section on page 16.
by Kendell M. Timmers.
S.M.

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9

Jha, Pushkar P. "Strategic learning in design contests." Thesis, City University London, 2007. http://openaccess.city.ac.uk/8500/.

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This dissertation examines strategic learning as learning from events and experiences that have significant consequences for organisational survival in a competitive environment. The study is centred on design contest as repeat event systems that in their time bracketed generational progression, provide for an ideal setting to analyse such learning. Convergence that constrains experimentation to a few elements that define the strategic configuration of organisations is posited as a natural consequence of performance feedback. Strategic learning is seen to be manifested in the interplay of behavioural and cognitive attributes that moderate such convergence. Effective strategic learning is seen as key to distinguishing `winners' from the `also-rans' where the former counter overt convergence by striking a balance between `searching for the competitive edge' and `creating the competitive edge'. In its conceptualisation of strategic learning, study design, and selection of research sites, the study successfully navigates most of the problems that have confounded research in the relatively nascent area of strategic learning. The dissertation comprises three empirical studies. The first two are based in the quasi-experimental settings of a robotic design contest called Robot Wars where the strategic learning model emerges by an examination of convergence as consequence of performance feedback, and the factors that moderate it. The last study is based on the sequential event system of movie-sequels to provide external validity to the study. The study presents the first comprehensive examination of strategic learning in repeat event systems. It provides empirical evidence for the effect of performance feedback on convergence, and the consequences this has for future performance. Evidence for the interplay of behavioural and cognitive forces in moderating convergence for effective strategic learning, completes the strategic learning model that this dissertation delivers as a contribution to research and managerial practice.

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10

Sim, Siang Kok. "Modelling of learning in design." Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248557.

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11

Shaffer, David Williamson. "Expressive mathematics : learning by design." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/29141.

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12

Langevald, Joris. "Machine learning in quaywall design." Thesis, KTH, Jord- och bergmekanik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-302648.

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Today we live in a world where technology is changing the world and projects around us at a rapid pace. It is believed companies will have to change their operations to maintain an edge. At Movares, a Dutch engineering consultancy firm, they recognize the importance of digital transformation. Their goal is to apply digital transformation to their day-to-day operations enabling engineers to focus on innovation. One of these operations concerns the optimization of quay wall designs. In this thesis, an automated optimization routine for the design of qual walls is suggested. The design of Quay walls is influenced by site-specific variables and design variables. Currently at Movares, the design variables are determined based on engineering judgement a combination of norms, experience, and data. The lack of an integral analysis of the design variables makes it difficult to judge the efficiency of the designin terms of costs. Furthermore, the speed of this trial-and-error based approach is limited by the designer interacting with the analysis software. The automated optimization routines suggested in this thesis try to pose a solution to these problems. In an automated routine, the task of the engineer shifts from evaluating results to formulating an optimization problem. The engineer operates at a higher level and an algorithm is responsible for evaluating the intermediary results. The proposed routines can be best described as a databased or data-driven routine and a hybrid routine. The databased routine bases its evaluation solely on data and relies on statistical tools to extract insight. For the design of quay walls, this data includes soil properties, soil geometry and design variables. The hybrid optimization routine combines the use of data with a theory-based model. A theory-based model in contrast to databased models is based on scientific understanding of a system or process, e.g., determining slope stability with Bishop’s method, or soil behavior under cyclic loading. From the work in this thesis, it is shown hybrid optimization routines were able to identify the optimum with respect to costs within an acceptable timeframe. With the use of Machine learning techniques, the total computation time was significantly reduced compared to uninformed sampling techniques.
Vi lever idag i en värld där teknologin snabbt utvecklas. Företag måste förändra och utveckla sin verksamhet för att upprätthålla ledande teknik. Vid det Holländska konsultföretaget Movares har man insett vikten av digital utveckling. Målet är att tillämpa digitala verktyg i det dagliga arbetet för att möjliggöra fokus på innovation. En av dessa tillämpningar är dimensionering av kajväggar. I detta examensarbete föreslås en automatiserad optimeringsrutin för dimensionering av kajväggar. Idag påverkas designen främst av platsspecifika variabler som bestäms baserat på ingenjörsmässiga bedömningarsom baseras på normer, dimensioneringsmodeller, materialegenskaper och erfarenhet. Bristen på integrerad analys av designvariabler gör det svårt att bedöma effektiviteten i designprocessen med avseende på kostnaderna. Dessutom är hastigheten på denna ”trial-and-error” process begränsad av mänsklig interaktion med mjukvara. Den automatiserade optimeringsrutinen som föreslås i detta examensarbete försöker lösa dessa problem. I en automatiserad rutin så är ingenjörens uppgift att skifta från att utvärdera resultat till att formulera optimeringsproblem. Ingenjören arbetar på en högre nivå och en algoritm ansvarar för att utvärdera de mellanliggande resultaten. De föreslagna rutinerna kan beskrivas som en databaserad eller datadriven modellfri rutin och en hybridrutin. Den databaserade rutinen baserar sin utvärdering enbart på data och bygger på statistiska verktyg för att extrahera insikt. För konstruktion av kajväggar inkluderar dessa data markegenskaper, jordgeometri och konstruktionsvariabler. Den modellfria rutinen beskrivs bäst som en databaserad modell som enbart baserarsin utvärdering på data. Hybridoptimeringsrutinen kombinerar användningen av data med en teoribaseradmodell. En teoribaserad modell i motsats till databaserade modeller är baserad på vetenskaplig förståelse för ett system eller en process, t.ex. bestämning av stabilitet med Bishop´s-förenklade metod eller jordens beteende under cyklisk belastning. Arbetet i denna studie påvisar att hybridoptimeringsrutiner kan identifiera det optimala med avseende påkostnader inom en rimlig tidsram. Med användning av maskininlärningstekniker reducerades den totalaberäkningstiden betydligt jämfört med oinformerad provtagningsteknik.

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Swanson, Andrew Charles. "Services learning practicum." [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/ASwanson2005.pdf.

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14

Chen, Jessica. "Ebay learning center system." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3077.

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The project developed eBay Learning Center System (ELCS), a web-based application that provides current and potential eBay users a way to learn about the many functions of the popular online auction and shopping web site and be successful eBay traders. ELCS provides end users with online tutorials, available both in multimedia and text formats, and methods of communicating with system administrators and other users by means of a message box and a discussion forum to facilitate learning and collaborative problem solving. The system employs current technologies such as SQL, HTML, ASP.NET, VBScript, XML, ODBC, and ADO.

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Ford, Ramsey A. "Design and Empowerment: Learning from Community Organizing." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242854164.

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Gómez, Ardila Sergio Eduardo. "Learning design implementation in context-aware and adaptive mobile learning." Doctoral thesis, Universitat de Girona, 2013. http://hdl.handle.net/10803/116492.

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Mobile learning (m-learning) is still in its infancy, and great efforts should be made so as to investigate the potentials of an educational paradigm shift from the traditional one-size-fits-all teaching approaches to an adaptive learning that can be delivered via mobile devices. Thus, the next challenge has been identified from this implication: How learning design can be implemented so as to benefit from the m-learning characteristics and achieve adaptation and personalization of the individual learning process in different contexts? An important factor for achieving personalized and adaptive m-learning has been the pedagogically meaningful and technically feasible processing of learners’ contextual information. Therefore in this work, design and delivery of personalized educational scenarios are suggested to be re-thought so as to benefit from the affordances of mobile technologies and the learners’ context
El aprendizaje móvil (m-learning) se encuentra todavía en su infancia y grandes esfuerzos se deben hacer para investigar el cambio de paradigma educativo, desde la forma de enseñanza tradicional de 'un modelo único para todos' a un aprendizaje adaptativo que se pueda entregar a través de dispositivos móviles. De esta manera, el siguiente desafío ha sido identificado por esta implicación: ¿Cómo se puede implementar el diseño instruccional con el fin de beneficiarse de las características del m-learning y lograr la adaptación y personalización del proceso de aprendizaje personal en diferentes contextos? Un importante factor para lograr un m-learning personalizado y adaptable ha sido el procesamiento de la información contextual de los estudiantes. Por lo tanto, en este trabajo se sugiere que sean re-pensados el diseño y la entrega de escenarios educativos orientados a la personalización del aprendizaje y que se beneficien de las potencialidades de las tecnologías móviles y el contexto de los estudiantes

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Headrick, Jonathon Jeffs. "Affective learning design: A principled approach to emotion in learning." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/89755/1/Jonathon_Headrick_Thesis.pdf.

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This PhD project set out to explore the role of emotion during learning in sport, focusing on how actions, emotions and cognitions interact under the influence of constraints. Key outcomes include the development of the theoretical concept - Affective Learning Design, and a new tool for assessing the intensity of emotions during learning - the Sport Learning and Emotions Questionnaire. The findings presented in this thesis provide both theoretical and practical implications discussing why emotion should be considered in the design of learning environments in sport.

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Filatro, Andrea Cristina. "Learning design como fundamentação teórico-prática para o design instrucional contextualizado." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12062008-142556/.

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Esta pesquisa investiga a adequação da abordagem de Learning Design como fundamentação teórico-prática para a contextualização do design instrucional. Partindo da premissa de que o aprendizado eletrônico é um fenômeno multidimensional, a pesquisa analisa as dimensões pedagógica, semântica, tecnológica, do aluno e organizacional, que correspondem aos interesses das diferentes comunidades envolvidas - professores e especialistas em educação, pesquisadores, especialistas em tecnologia, alunos e gestores. Utilizando a abordagem qualitativa de pesquisa e a perspectiva teórico-descritiva, os fundamentos teórico-práticos do Learning Design são cotejados com o estudo de caso do STEA - Sistema Transversal de Ensino-Aprendizagem, desenvolvido no âmbito do Núcleo de Educação de Jovens e Adultos e Formação Permanente de Professores (NEA) da Faculdade de Educação da Universidade de São Paulo (FEUSP). O caso contempla todos os processos do sistema de aprendizado eletrônico - do planejamento, design, implementação, execução e avaliação, até a formação e a atualização continuada de professores em serviço, abrangendo também a produção de materiais didáticos e ações complementares de pesquisa acadêmica, sob a perspectiva contextualizada do design instrucional. A pesquisa resultou na confirmação do Learning Design como fundamentação teórica para o design instrucional contextualizado, destacando-se que sua implementação nas práticas pedagógicas nacionais depende do aprimoramento das ferramentas de autoria, instanciação e execução de atividades de aprendizagem, para incorporar características da Web 2.0 e possibilitar a difusão do E-learning 2.0 como inovação no aprendizado eletrônico.
This research investigates if Learning Design approach can be seen a theoreticalpractical framework for contextualized instructional design. Based on e-learning as a multidimensional phenomenon, the research analyzes the pedagogical, semantic, technological, student and organizational dimensions, in correspondence to the interests of different e-learning communities - teachers and educational specialists, researchers, technology specialists, students and managers. Using qualitative approach and theoretician-descriptive perspective, the theoretical and practical framework of Learning Design are confronted to STEA case study, a transversal system for teaching and learning, developed by Nucleus of Adult and Young Education (NEA) of the College of Education of the University of São Paulo (FEUSP). Case study contemplates all the processes involved in e-learning system - planning, design, implementation, execution and evaluation, teachers education in service, enclosing the production of didactic materials and complementary actions of academic research, under a contextual approach of design instrucional. The research confirms Learning Design as theoretical framework for contextualized instructional design and distinguishes that its implementation in national practices depends on the improvement of authorship, instantiation and run tools, in order to incorporate features of Web 2.0 and to make possible the diffusion of E-learning 2.0.

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Brasser, Angela L. "Social learning strategies| A qualitative study of self-regulated learning." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702736.

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This qualitative study examined low achieving online learners' uses of social self-regulated learning strategies. Research has shown that low achieving online learners lack strategies for self-regulated learning, which directly relates to their lack of achievement. Social self-regulated learning strategies examined in this study included help seeking, social comparison and social interactions. As learners constructed meaning and struggled with content, interactions between learners and peers, the instructor/instructor's assistant, technical support, and materials facilitated the process. Low achieving online learners resisted utilizing social self-regulated learning strategies. However, according to the research, little data was collected from low achieving online learners directly. This study asked low achieving online learners to describe their experiences, through semi-structured interviews. Barriers to social self-regulated learning strategies included poor attitudes, internet addiction, and exterior blame, according to the research. Self-regulated learning, in general, is linked to higher achievement. This study found that low achieving online learners lacked the use of social self-regulated learning strategies. Additionally, participants lacked help seeking behaviors, experienced social isolation, and held negative views of their classmates and instructor. The findings in this study may assist instructional designers to increase opportunities for social self-regulated learning in online courses, which may, in turn, increase achievement.

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Zagal, José Pablo. "Supporting learning about games." Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24814.

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Thesis (Ph.D.)--Computing, Georgia Institute of Technology, 2008.
Committee Chair: Bruckman, Amy; Committee Member: Guzdial, Mark; Committee Member: Juul, Jesper; Committee Member: Kolodner, Janet; Committee Member: Mateas, Michael.

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Yeo, (Sue) Siew Hoong. "Understanding The Practices of Instructional Designers Through The Lenses of Different Learning Theories." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1367862206.

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Garreta, Domingo Muriel. "Human-centered learning design with technology." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/667048.

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To improve and innovate education, a novel conception of the role of design in this realm is needed. Human-centered design (HCD), a problem-solving framework underpinned by the user perspective in all stages of the process, provides professional designers with a mindset and a toolbox that includes both process and methods. HCD is multidisciplinary by default and also practice-oriented, context-aware, empathetic and incremental. As such it naturally fits both the design for learning and many of educators’ everyday realities. We apply this conception in the context of technology-enhanced learning with the conceptualisation and implementation of a genuine intervention for the design of ICT-mediated learning activities. Following the Activity-Centred Analysis and Design (ACAD) model, the contributions of this dissertation 1) cover the epistemic, social and set design dimensions of a teacher training activity for educators; 2) inform the incorporation of HCD in education; and 3) provide interdisciplinary learnings for research as well as practice. These contributions have been reported in a set of papers which are compiled in this dissertation together with an introductory kappa. The kappa frames and summaries the contributions, and closes with a proposal on how HCD could contribute to empower educators as designers and facilitate the much interdisciplinary collaboration between education, technology and design.
Facilitar la millora i la innovació docent, requereix d'una nova concepció del rol del disseny aplicat en l'educació. El disseny centrat en les persones (DCU) és una aproximació a la resolució de problemes que inclou la perspectiva dels usuaris en totes les etapes del procés i ofereix als dissenyadors professionals un model mental i els intruments necessaris per aplicar aquest procés i els seus mètodes. El DCU és multidisciplinar per defecte, està orientat a la pràctica, pren consciència del context d’ús, i és empàtic i incremental. Així doncs encaixa de forma natural en el disseny de l’aprenentatge i en la realitat diària del professorat. L'objectiu és aplicar aquesta concepció al disseny de l’aprenentatge mediat per la tecnologia conceptualitzant i implementant una intervenció genuïna per al disseny d’activitats d’aprenentatge que usin les TIC. Seguint el model d’Anàlisi i Disseny Centrat en l’Activitat (ACAD, en anglès), les contribucions d’aquesta dissertació 1) cobreixen les dimensions epistèmica, social i d’eines per al disseny d’una activitat de formació del professorat, 2) informen sobre la incorporació del DCU en educació; i 3) aporten aprenentatges rellevants tant per la recerca com per la pràctica de diferents disciplines. Aquestes contribucions han estat reportades en un conjunt d’articles compilats després de la kappa introductòria. La kappa emmarca i resumeix les contribucions i finalitza amb una proposta sobre com el DCU podria contribuir a apoderar els educadors en tant que dissenyadores i facilitar, d'aquesta manera, la tant necessària col·laboració interdisciplànaria entre educació, tecnologia i disseny.

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Madiba, Ntimela Rachel Matete. "Investigating Design Issues in E-learning." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6781_1284328811.

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The adoption of information technology as an aid to organisational efficiency and effectiveness has a long history in business and public administration, but its application to the processes of teaching and learning in education has been relatively limited. At the dawn of the new millennium this began to change, as educational institutions around the world began to experiment with new ideas for the use of information technology. This happened at the same time that commercial organisations began to realise that they themselves could &ndash
because of the availability of IT based systems &ndash
invest in educational services focused on their own needs. It was against this background that this research project set out to study how South African higher education has incorporated new learning technologies in the delivery of programmes. The study began by exploring the emerging patterns of the use of e-learning in South African higher education. This was to establish a broad understanding of how e-learning was incorporated into the core business of universities. As the study progressed interviews with both teaching and support staff provided course descriptions which were used to expose the kind of considerations that were made in designing, developing and delivering those courses. The main purpose of the study was to answer the question: what pedagogical considerations are necessary for successful course design when using e-learning? By placing the course descriptions on a continuum developed as a part of the conceptual framework in the study it was possible to analyse the course design features that emerged. The framework and its differentiated learning designs (LD1/2/3) can be used for both design and evaluation of courses and can facilitate the use of technology in enhancing teaching and learning.

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Porter, Ronald, and ron porter@infoeng flinders edu au. "Design Patterns in Learning to Program." Flinders University. Informatics and Engineering, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20061127.153554.

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This thesis argues the case for the use of a pattern language based on the basic features of the programming language used in instruction for the teaching of programming. We believe that the difficulties that novices are known to have encountered with the task of learning to program ever since the inception of computers derive from a basic misfit between the language used to communicate with a computer, the programming language, and the way that humans think. The thrust of the pattern language idea is that patterns are the essential element in understanding how the mind words in that they are the source of that relationship that we call `meaning'. What an entity or event `means' to us derives from the effect that it has on us as living biological beings, a relationship that exists in the `real world', not from any linguistic relationship at the symbolic level. Meaning, as a real world relationship, derives from the patterns of interactions that constitute being. The meaning that an entity has for an individual is more than can be expressed in a formal definition, definitions are matters of agreement, convention, not the pattern of experience that the individual has acquired through living. What is missing for a novice in any skill acquisition process is meaning, the pattern of experience. All that we can give them using a formal linguistic system like a programming language is definitions, not meaning. Pattern language is the way that we think because it exists at that fundamental level of experience as living beings. The patterns of experience become the patterns of thought through recurrence, not through definition. But this takes time, so in presenting new material to a person trying to learn, we have to present it in the form of a pattern language, the 'cognitive map' that drives the problem solving process. Creativity is always a function of combining ideas, what is really being created is new meaning, not a program, or a house, or a poem, or a sculpture - these things are mere implementations of meaning. Ultimately meaning can derive only from experience, the pattern of life around us, so creativity is the language of experience, pattern language. The mind is the product of experience, creativity its modus operandi.

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Kégl, Balázs. "Principal curves, learning, design, and applications." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ47714.pdf.

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Zhu, Junren 1965. "The design of asynchronous learning environment /." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31565.

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Asynchronous Learning Environment (ALE) has the capability of providing learning to people anywhere and at any time for both to secure degree and to engage in continuing education throughout their lifetimes. The advance of communications and information technology will make students choose to purchase and enroll in open market, widely available networked courses regardless of institutional affiliation.
Research results have found that success factors for asynchronous learning include whether students felt part of the online learning group, immediate feedback from instructors, automatic self-test, and indicating student's performance and progress in the course. These findings present basic requirement for the design of ALE. This paper explores all aspects of Asynchronous Learning Environment, including the architecture of ALE and complete database design. The modules of ALE include multimedia presentation, identity verification, intelligent agent, automatic test marking, computer conference, chat & whiteboard, and learning scheduling assistance. The purpose of this research is to make ALE a better way of education than traditional education. A database is designed to fully support these ALE functions.
Guidelines of designing ALE are provided with implementation examples of intelligent agents that providing automatic reminders and learning progress report. Conclusion and further works are discussed at the end of the paper.
The design described in this paper is intended for use by engineering courses. But it can be used by courses of other disciplines without much modification.

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Xu, Wenhuan. "Vector quantiser design using reinforced learning." Thesis, University of Liverpool, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406630.

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Wu, Zhichao. "Modelling collective learning in conceptual design." Thesis, University of Strathclyde, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405494.

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Cabrera, Carlo Antonio. "Essays in learning and information design." Thesis, London School of Economics and Political Science (University of London), 2018. http://etheses.lse.ac.uk/3826/.

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We re-visit three classical models in information economics. The first chapter studies the screening problem for a seller who owns a single good, and a buyer whose valuation for the good is their private information. We allow for the seller to acquire information at some cost about the buyer's value, in addition to her choice over the probability of trade and the transfer. The seller thus chooses a Blackwell experiment for each announcement that the buyer makes in a direct revelation mechanism. More informative experiments are more costly. Under mild conditions, there are always optimal mechanisms where the seller acquires coarse information about the buyer. In particular, it is always optimal for the seller to choose an experiment that consists of no more than four signals. When the buyer has only two possible values, the same holds for experiments that consist of at most three signals. The second chapter examines information disclosure in a setting of strategic experimentation. A group of agents continuously and independently choose between a safe arm and risky arms of the same type. When the arms reveal good news, we are able to achieve efficiency in a class of simple information disclosure mechanisms when the agents are initially optimistic enough about their risky arms, but only when there are not too many agents. When the reverse is true, the mechanism must be transparent. Thus, there is a tradeoff between transparency and efficiency. This tradeoff does not exist in the case of bad news. In the final chapter, we borrow insights from social learning theory to understand why institutions have persistent effects. We adapt the classical model in a minimal fashion to accommodate a role for institutions, and demonstrate that social learning is one plausible mechanism of persistence.

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Elegba, T. H. O. "Improving organisation learning in engineering design." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3028556/.

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The local content drive in the oil and gas industry by the Nigerian government has compelled organizations in the industry, including the companies in its engineering design sector, to focus on means of increasing their organizational learning capacity. But there are no sound practices in these companies to increase organizational learning. The problem studied was how to increase organizational learning in the design sector of the Nigerian oil and gas industry. Most organisations nowadays have organizational learning as an important constituent of their strategic plans. In line with their espoused values, they have established learning departments headed by senior managers. Yet, the outcomes of learning activities are not encouraging, no thanks to the fact that not only are learning efforts inappropriate, they also often ignore the human socio-cognitive aspect that is essential for organization learning, alluding to the thinking that the process of how organisations learns is still unclear to them. The purpose of this research was to examine in detail the organizational learning experience of the engineers working in the engineering design sector of the Nigerian oil and gas industry through a phenomenological diagnostic study and apply the implications from the findings in an action research to increase organizational learning capacity in the sector. The study explored and identified strategies that lead to increased organizational learning capacity. The findings revealed sub-optimum practices in the companies in the sector with regards to organizational learning-influencing constructs. Suggestions were made for improvement and some of these are being implemented and results are being assessed, too. For the phenomenological study, semi-structured interviews were conducted with 12 participants, 10 of whom were employee engineers and the other 2 executives who were also engineers in their own right. Five themes emerged from the data: (1) The way we are, (2) You are on your own, (3) Facing one's business, (4) Coming together and (5) Lull in the industry. The vehicle for the action research intervention was a joint inter-organisational engineering design project. The recommendations for further research are in the areas of impact of company's age on organisational learning and similar study in the construction and power industries to advance the literature on organisational learning in Nigeria.

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Assis, Maria Paulina de. "Learning design: conceitos, métodos e ferramentas." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/9573.

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Made available in DSpace on 2016-04-27T14:30:40Z (GMT). No. of bitstreams: 1 Maria Paulina de Assis.pdf: 4391604 bytes, checksum: 229e2e52b8c9407f23d9c1f6b620ad31 (MD5) Previous issue date: 2011-05-17
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This thesis raises the question of the challenges faced by university lecturers in integrating information and communications technology (ICT) with their pedagogical practice. It is argued that these challenges can be addressed if they are aided by other educators and it is suggested that this can be achieved by means of collaborative work in which the lecturers share their pedagogical practices with their colleagues and analyse, refine and recontextualise them so that they can be used again in different teaching and learning environments. The general aim of the thesis is to seek a theoretical-practical rationale to support the argument and this is undertaken through a bibliographical review and research in the field. It is also argued that the collaborative work involved in the process of formulating a learning design can lead to innovations in pedagogical practice. The field research was carried out in an Exploratory Study in the United Kingdom and an Empirical Research Study in Brazil. The results of both these researches corroborate the findings of the literature and show the following: in general terms, the university lecturers who were researched, plan in an empirical and asystematic manner; they make little use of ICT in their planning; they share their pedagogical methods and resources with their colleagues; and they would make use of the support provided by the learning design tools if they had the opportunity. There are two benefits to academic research which have emerged from this study: the ability to draw up a plan and develop a tool prototype to support teachers in preparing a learning design, and the concept of the Iterative Cycle of Learning Design (a construct devised by the author, who has put forward the argument of this thesis)
Esta tese coloca como problema os desafios encontrados por professores de ensino superior na integração das tecnologias de informação e comunicação (TIC) às suas práticas pedagógicas. Argumenta-se que esses desafios podem ser enfrentados se eles forem ajudados por outros educadores e propõe-se que isto seja feito por um trabalho colaborativo em que professores partilham suas práticas pedagógicas com colegas e as analisam, refinam e recontextualizam para reuso em diferentes ambientes de ensino e aprendizagem. O objetivo geral da tese é buscar uma fundamentação teórico-prática para defender tal argumento, e isto é feito pela revisão bibliográfica e pela pesquisa de campo. Argumenta-se também que o trabalho colaborativo no processo de elaboração de learning design pode trazer inovação para a prática pedagógica. A pesquisa de campo foi feita em um Estudo Exploratório no Reino Unido e uma Pesquisa Empírica no Brasil. Os resultados de ambas as pesquisas corroboram dados da literatura que indicam que, em geral, os professores universitários pesquisados planejam de modo empírico e assistemático, pouco usam as TIC para o planejamento, partilham métodos e recursos pedagógicos com colegas e usariam ferramentas de apoio ao learning design caso tivessem oportunidade. Duas contribuições à pesquisa acadêmica trazidas por este trabalho são: a construção de uma proposta de desenvolvimento de um protótipo de ferramenta para apoiar o professor no processo de learning design; , e a concepção do Ciclo Iterativo de Learning Design (um construto concebido pela autora, que respalda o argumento da tese)

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Reed, Kate. "Machine learning applications in generative design." Thesis, Imperial College London, 2016. http://hdl.handle.net/10044/1/43444.

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The work in this thesis studies some of the potential applications of machine learning in the field of generative design. In particular it looks at how the design process can be automated once sufficient data about the design space has been collected and machine learning used to find the relationship between the design and its properties. The case study chosen for the work is the design of chairs. Preliminary work was done including the development of a parametric chair modelling program (ChairMaker) that can produce a wide range of chair designs and a series of simulations, including an automated ergonomic model, that were used to find fitness scores for desirable chair properties. New chair designs were then generated. Initially by using a well-established method; evolutionary design, using decision trees trained on the simulation data as the fitness function. The results were good, with many new viable chair designs produced. A new generative method called the schema method was also developed. It extracts sets of constraints (called schemata) directly from the decision trees and uses these to generate new chairs. The schema method proved to be extremely efficient at finding viable chairs. Hundreds of diverse, original chairs can be produced within a few seconds. The idea of visual similarity was explored by using the schemata to measure the difference between two chairs. The results showed a remarkably high correlation between the volunteers considering the subjective nature of the task. The results demonstrate that it is possible to use simulated data and machine learning to make design decisions in generative design. We have shown this through the use of an existing algorithm and an original method. The new method is novel as it uses the learned knowledge about the design space directly to generate designs rather than using a search algorithm.

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Bai, Guohua. "Feedback learning in information systems design." Licentiate thesis, Luleå tekniska universitet, 1994. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-26690.

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He, Hao S. M. Massachusetts Institute of Technology. "Deep learning for distributed circuit design." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/128402.

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This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, February, 2020
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 53-55).
In this thesis, we present deep learning models for designing distributed circuits. Today, designing distributed circuits is a slow process that can take months from an expert engineer. Our model both automates and speeds up the process. The model learns to simulate the electromagnetic (EM) properties of distributed circuits. Hence, it can be used to replace traditional EM simulators, which typically take tens of minutes for each design iteration. Further, by leveraging neural networks' differentiability, we can use our model to solve the inverse problem - i.e., given desirable EM specifications, we propagate the gradient to optimize the circuit parameters and topology to satisfy the specifications. We propose two models, Circuit-Net and Circuit-GNN. Circuit-Net is a complex-valued residual network that, once trained, can accurately generate simulation results for a specific type of circuit. Circuit-GNN is an extension of Circuit-Net, which exploits the flexibility of Graph Neural Network (GNN) to handle circuits with different topologies. We compare our model with a commercial simulator showing that it reduces simulation time by four orders of magnitude. We also demonstrate the value of our model by using it to design a Terahertz channelizer, a difficult task that requires a specialized expert. The results show that our model produces a channelizer whose performance is as good as a manually optimized design and can save the expert several weeks of topology and parameter optimization. Most interestingly, Circuit-GNN can come up with new designs that differ from the limited templates commonly used by engineers in the field, hence significantly expanding the design space.
by Hao He.
S.M.
S.M. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science

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Malloy, John William. "DOCUMENTING DESIGN RATIONALE TO PROMOTE LEARNING." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1398945540.

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Klebl, Michael. "Nachhaltiges Design digitaler Lernmedien : netzgestützte Bildungsprozesse mit IMS Learning Design /." Innsbruck [u.a.] : Studien-Verl, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014967723&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Klebl, Michael. "Nachhaltiges Design digitaler Lernmedien netzgestützte Bildungsprozesse mit IMS Learning Design." Innsbruck Wien Bozen Studien-Verl, 2004. http://deposit.d-nb.de/cgi-bin/dokserv?id=2836756&prov=M&dok_var=1&dok_ext=htm.

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Herndon, Valerie L. s. "Changing places in teaching and learning| A qualitative study on the facilitation of problem-based learning." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10242971.

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Problem-based learning is an especially useful learner-centered instructional approach in which learners collaborate within small groups to solve an authentic ill-structured problem that has no right or wrong answer. However, facilitating and designing problem-based learning can be challenging for instructors as well as instructional designers, especially for learning environments, such as the law enforcement academies, that traditionally have been designed for rote memorization and repetitive skills. The purpose of this basic qualitative research was to interview and explore instructors’ experiences and the factors instructors believed are essential for facilitating problem-based learning in their learning environment. For this study, participants were selected based on their attendance at the 2014 annual conference or by referrals from those attendees. Eleven participants met the requirements of having completed the 2-week problem-based learning instructor course sponsored by an organization dedicated to the advancement of problem-based learning in police training and had 3–5 years of facilitating problem-based learning in their learning environment. In this study, semi-structured interviews with law enforcement instructors were used to provide knowledge and insight about the challenges they experienced, such as resistance to change and instructional strategies used to overcome these challenges, as well as key elements of problem-based learning. Additionally, the findings provided instructional designers insight into how to design problem-based learning instruction using effective instructional strategies identified by participants. Moreover, participants provided instructional strategies on how to move from a teacher-centered learning environment focused on lower level skills to a student-centered learning that foster problem-solving and critical thinking skills using real-world situations. A recommendation for further research is to conduct a study on a larger sample to explore facilitators’ experiences when facilitating problem-based learning. A second recommendation calls for a study to identify ways for educators and training and development professionals to promote the benefits and value of the problem-based learning process to their agency leadership and educational institution administration. A third recommendation is to conduct a study with a targeted audience of instructional designers who have designed and developed training for the law enforcement field and who use a student-centered approach to explore further strategies used to incorporate real-world instructional methods that enhance critical thinking and problem-solving skills.

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Bruzzese, Roberto, and info@robertobruzzese com. "Teaching Teachers: Learning through Graphic Literacy." RMIT University. Media and Communication, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091028.123950.

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Graphic design education has a long history of practitioners leading the development of teaching environments. While these practitioners may develop innovative teaching methods during their educational career, many will never engage with the discipline and literature of pedagogy. Ramsden (2003) asserts that pedagogical principles can help create deeper teaching/learning environments, but this research is all too often disseminated in a lexicon that is not familiar to new graphic design teachers. The research just does not get the message across to those who could benefit most from it. Although graphic design has had difficulties in translating the pedagogical lexicon to its context, it could use its expertise in the visual language to help create a broader understanding of teaching and learning theories and principles for itself and others. The very visual communication skills that we teach could be a more effective way to communicate to educators the necessary pedagogical theory that is to be used in the classroom. This exegesis documents my exploration of pedagogical awareness in graphic design education and how graphic literacy can facilitate this awareness. Through a reflective practice of reading, designing, teaching and conversation, I have uncovered my perceptions and conceptions as a teacher and discovered how some pedagogical principles can help the teaching and learning environment. I have used this knowledge to create an awareness of these principles through the comic language.

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Tarasova, H. S., and O. V. Shakhmatova. "Flipped learning as interactive learning environment." Thesis, Інститут інноваційної освіти, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41237.

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The use of the flipped classroom as an alternative to the traditional learning environments has been increasingly attracting the attention of researchers and educators. The advancement in technological tools such as interactive videos, interactive in-class activities, and video conference systems paves the way for the widespread use of flipped classrooms. It is even asserted that the flipped classroom, which is used to create effective teaching environments at schools, is the best model for using technology in education. Studies about the flipped classroom appear in different disciplines including information systems, engineering, sociology, and humanities, mathematics education, and English composition. The purpose of this paper is to fulfil the needs regarding the review of recent literature on the use of the flipped classroom approach in education.

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Swiatocha, Andrea Leigh. "Learning through Movement." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/51847.

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Humans are designed to move. Movement is a key component of physical and mental maturation in children. It can take place in various settings, with different levels of intensity. During the developmental years of a child, it is imperative that a child is active. Most often movement and play are thought to occur outdoors. The idea of the"playground" activity does not have to be isolated to the outdoors. Children should be encouraged to be physically active in structured play, allowed free play with peers for social and emotional development, as well as learn through hands-on experiments that are important for their cognitive development. Play is how children experience their world and create new discoveries about themselves and others. This thesis will be explored through the design of an elementary school for Alexandria, VA. An elementary school creates the perfect setting for which these elements of movement and learning to combine. This thesis explores the way in which the movement of the outdoor school yard can occur within the school building. The school grounds serve as demonstration to the community for active learning. Incorporating active design through elevation changes, material changes and the transition between indoor and outdoor allow the school to be a model for "learning through movement." This school also begins to address the larger issues of our society's unhealthy lifestyle by designing three levels of active design for the community, building, and individual child.
Master of Architecture

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Kwon, Eun Sook. "A new constructivist learning theory for web-based design learning with its implementation and interpretation for design education." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086201333.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xx, 275 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Terry Barret, Dept. of Art Education. Includes bibliographical references (p. 259-275).

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Strand, Knut Arne. "Concurrent Design Approach to the Design of Customized Corporate E-Learning." Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-19719.

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Background: In today's knowledge-based economy corporations have an increasing need for employees with appropriate competencies, and customized e-learning can be a means to cover some of this need. Higher education institutions (HEIs) can take part in this market by offering e-learning-based training and education customized to the needs of the corporate clients. There is, however, a variety of needs that should be taken into account to form sustainable e-learning courses and related training services for the students, and this implies that it is challenging to design e-learning deliverables customized for corporate clients. To succeed in developing holistic e-learning designs which cover most relevant requirements, participants representing different roles such as customer representatives, domain experts, pedagogues, technical experts, economists and market people, students, and people from the administration should be present in the design phase. Furthermore, these stakeholders should utilize modern computersupported cooperation, while they strive to produce high quality results in a time and cost effective manner. Concurrent design is an approach used to solve complex and interdisciplinary design issues in which interactions between different disciplines is essential to achieve optimal and comprehensive solution. This thesis considers the use of a concurrent design approach, when customized e-learning deliverables are designed and developed for corporate clients. It is a paper-based thesis which includes six scientific and peer-reviewed papers, besides four secondary papers that are not included in their entirety but only where general information is described. Aim: The overall research aim was to contribute with basic motivation, implementation experience, and requirements for practical realization, regarding methodological approaches for concurrent design of e-learning deliverables for corporate clients. The following research questions were answered: 1. Why should HEIs apply a concurrent design approach when they aim to deliver e-learning to corporate clients? 2. How should a concurrent design approach for the development of customized e-learning for corporate clients be materialized? That is to say, how should this approach initially be described, and how should it eventually be tested and evaluated? 3. What are the key requirements for a concurrent design approach to the design of customized e-learning for corporate clients? Methods: This study was inspired by design-based research, and various research methods that were suitable to answer the research questions faced as the project progressed, were utilized. This includes literature reviews, questionnaires, interviews, design science, action research, besides qualitative data analysis and coding of collected data. Contributions: The main contribution of this thesis is the concurrent design inspired methodological approach to the design of new e-learning solutions for corporate clients, which are customized to the current context and the project in question. The following contributions were identified: 1. Detected motivation and conditions for applying a concurrent design approach to the design of customized e-learning for corporate clients. 2. The concurrent e-learning design method; which includes a description of processes, roles, models, tools, a concurrent design facility, and an appropriate infrastructure. 3. Experience from using action research as a means of introducing new artifacts at higher education institutions. 4. Requirements and guidelines for concurrent design of customized corporate e-learning; which includes 16 principles of concurrent e-learning design and some additional prescriptive approaches that should be considered for distributed workspaces. Conclusions: It is the e-learning design processes and the corporate use of e-learning provided by higher education institutions, that forms the basis for this doctoral project. In this context, a concurrent design approach to the design of customized corporate e-learning is materialized. To a large extent this also concerns computer-supported cooperative work on a more general level. This thesis is thus a contribution in instructional design, which also provides experience regarding how technological solutions should be used and what requirements shall apply to solutions that support computer-supported cooperation in interdisciplinary design processes.

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Zhao, Yufan Kosorok Michael R. "Reinforcement learning design for cancer clinical trials." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2857.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Jun. 4, 2010). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Biostatistics, School of Public Health." Discipline: Biostatistics; Department/School: Public Health.

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Kelle, Sebastian [Verfasser]. "Game Design Patterns for Learning / Sebastian Kelle." Aachen : Shaker, 2012. http://d-nb.info/1066197598/34.

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Okamoto, Masayuki. "Design and applications of learning conversational agents." 京都大学 (Kyoto University), 2003. http://hdl.handle.net/2433/148780.

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Pralle, Mandi Jo. "Visual design in the online learning environment." [Ames, Iowa : Iowa State University], 2007.

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Norrlöf, Mikael. "Iterative learning control : analysis, design, and experiments /." Linköping : Univ, 2000. http://www.bibl.liu.se/liupubl/disp/disp2000/tek653s.htm.

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Lau, Man-kin, and 劉文建. "Learning by example for parametric font design." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41897183.

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Tang, M. X. "Knowledge-based design support and inductive learning." Thesis, University of Edinburgh, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.662724.

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In order to incorporate inductive learning techniques into a knowledge-based design model and an integrated knowledge-based design support system architecture, the computational techniques for developing a knowledge-based design support system architecture and the role of inductive learning in AI-based design are investigated. This investigation gives a background to the development of an incremental learning model for design suitable for a class of design tasks whose structures are not well known initially. This incremental learning model for design is used as a basis to develop knowledge-based design support system architecture that can be used as a kernel for knowledge-based design applications. This architecture integrates a number of computational techniques to support the representation and reasoning of design knowledge. In particular, it integrates a blackboard control system with an assumption-based truth maintenance system in an object-oriented environment to support the exploration of multiple design solutions by supporting the exploration and management of design contexts. As an integral part of this knowledge-based design support architecture, a design concept learning system utilising a number of unsupervised inductive learning techniques is developed. This design concept learning system combines concept formation techniques with design heuristics as background knowledge to build a design concept tree from raw data or past design examples. The effectiveness of this knowledge-based design support architecture and the design concept learning system is demonstrated through a realistic design domain, the design of small-molecule drugs one of the key tasks of which is to identify a pharmacophore description (the structure of a design problem) from known molecule examples. In this thesis, knowledge-based design and inductive learning techniques are first reviewed. Based on this review, an incremental learning model and an integrated architecture for intelligent design support are presented.

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