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Dissertations / Theses on the topic 'Learning centres'
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Fors, Vaike. "The Missing Link in Learning in Science Centres." Doctoral thesis, Luleå : Luleå University of Technology, 2006. http://epubl.luth.se/1402-1544/2006/07.
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Davison, Malcolm Thomas. "Learning at the Centre : lessons from two case studies." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288254.
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Lögdlund, Ulrik. "Networks and Nodes : The Practices of Local Learning Centres." Doctoral thesis, Linköpings universitet, Avdelningen för sociologi (SOC), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69601.
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This thesis focuses on the practice of local learning centres in Sweden. The aim is to describe and to establish an understanding of relations and the actor-networks that surround the practice. The thesis is based on four different studies. The first two studies focus on the organisation of the local learning centres and scrutinises the relation between the local learning centres, municipal administration and business in the region. What types of relations exist and what strategies are used by the local learning centres to enrol actors into the actor-network? The two latter studies investigate videoconference in the context of local learning centres. Videoconference is described as a socio-technical environment. The studies focus on interaction and communications asking what kind of relations are created between environment, material design and people? The theoretical framework consists of actor-network theory and the notions of space and spatial relations. The methods used in the four studies are interviews and observations. Informants that have contributed to the study are headmasters, teachers and students as well as project managers, politicians and businessmen. The results of the studies show how the local learning centres fails as brokers on an educational market. The reasons are many. The main results of the studies stress a number of obstacles of involvement and shed light on different strategies of enrolment. The results connected to videoconference show how material design and technology impacts the practice. Different strategies are developed by participants to manoeuvre in the videoconferencing classrooms. In conclusion the four studies show how actor-networks influence the practice of local learning centres by representations.Denna avhandling är en studie om lärcentra i Sverige. Syftet är att beskriva och öka kunskapen om de relationer och de aktörsnätverk som omger praktiken. Avhandlingen bygger på resultat från fyra olika delstudier. Fokus i två av dessa ligger på lärcentra som organisation. Hur ser relationen mellan lärcentra och omgivande aktörer ut i regionen och vilka strategier används för att skapa aktörsnätverk? De övriga två studierna handlar om videokonferens där fokus ligger på hur relationer skapas mellan miljö, teknik och människor. Särskilt studeras interaktion och kommunikation mellan dessa aktörer i en utpräglat socioteknisk lärandemiljö. Den teoretiska ramen för de olika delstudierna är aktörsnätverksteori som används tillsammans med begrepp som spatiala relationer. De fyra studierna använder sig i huvudsak av kvalitativa metoder som intervjuer och observationsstudier. Datainsamlingen berör en bred samling informanter som rektorer, lärare och studenter tillsammans med projektledare, politiker och företagare. Studiernas resultat visar att det finns skilda synsätt på utbildning och kompetens mellan olika grupper av aktörer. Trots involveringsstrategier av aktörer från omgivande aktörsnätverk lyckas man inte agera som en mäklare på en utbildningsmarknad. Resultaten visar vidare att miljö tillsammans med teknik har stort inflytande på hur studenter och lärare agerar i videokonferensklassrummen. Det är den materiella designen och den tekniska logiken som styr praktiken. Resultaten visar också på hur olika studerandestrategier utvecklas för att stå utanför interaktion i klassrummet tillsammans med hur lärares kommunikation utvecklas för att överbrygga avståndet till de studerande. Sammantaget visar de fyra studierna på hur olika aktörsnätverk inverkar på praktiken genom representationer.
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Van, Heerden Judith Cornelia (Judy). "Understanding beneficiaries’ experiences of quality in early learning centres." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/28338.
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Additional information available on a CD stored at the Merensky Library.The purpose of this study was to explore the concept of quality in early learning centres which could serve as the groundwork for the development of an early learning quality assurance framework in South Africa. The data used reflects different beneficiaries‘ experiences of quality in early learning centres. The unique contexts of, and situations at early learning centres were considered. A theoretical framework, based on Woodhead‘s model on quality development, informed the study. The framework consists of input (structural), process and outcome quality indicators. In this explanatory instrumental case study framed within social constructionism, the researcher partnered with 235 teachers, 235 mothers and 235 teacher students from a middle income group, to generate mixed method data using surveys, as well as interviews and reflective journals in a statistical and thematical analysis. Beneficiaries‘ conceptualisations of quality mirrored accepted norms of quality in early learning centres. Beneficiaries indicated the following as indicative of quality: children‘s social-emotional well-being and holistic development, a normative foundation for values and respect, effective infrastructure and accountable learning. Aspects regarded as quality indicators by beneficiaries were available at early learning centres. In this regard early learning centres provided more indoor than outdoor facilities. The latter were mostly static outdoor structures which could negatively impact on sensory- and motor development. The promovenda developed a draft quality assurance framework based on the following criteria: school climate, infrastructure, curriculum, communication, teacher competence, learning environment, and support services. The findings show that aspects perceived by beneficiaries as quality indicators in an early learning centre are predominantly process indicators and hard to ‗measure‘ in a quantitative way. A quality school climate enables emotional and social well-being. In this regard, the findings suggest that for the beneficiaries quality concerns were not about that which early learning centres have provided in terms of facilities (input indicators), but rather about centres that promote children‘s holistic well-being.Thesis (PhD)--University of Pretoria, 2012.
Educational Psychology
unrestricted
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Morrison, Iain M. "Lifelong learning in the Scottish Highlands and islands : the sustainability of local learning centres." Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434977.
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Larney, Redewan. "ABET programmes at community learning centres in the Western Cape." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6055_1194348734.
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The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of "
what exactly is the nature of the relationship between adult education and training"
?
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Bester, Andries Jacobus. "Guidelines for structuring and managing multi-purpose community learning centres." Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-12092005-123401.
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Dladla, Siphiwe Nonhlanhla. "Experiences and perceptions of adult learners at public adult learning centres." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40439.
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The main objective of this research was to explore the experiences and perceptions
of adult learners at Public Adult Learning Centres. A total number of eighteen adult
learners from three Public Adult Learning Centres in Nkomazi East Circuit at
Ehlanzeni District participated in the study. The study was qualitative in nature using
the interpretive paradigm. Data was collected through focus group interviews,
individual interviews and observation. The study revealed that adult learners have mixed feelings and opinions regarding
their experiences at Public Adult Learning Centres. Results indicated that some
adults found their experiences interesting and enriching and have positive attitudes
towards the teaching and learning at Public Adult Learning Centres, while others
were frustrated with the lack of teaching and learning resources, and the poor
management at the centres.
Adult learners seem to regard education as important and they received satisfactory
support from their families, communities, teachers, employers, and fellow adult
learners, as well as financial support from the Department of Education. Findings
revealed that adult learners find it difficult to understand the content of subjects and
to cope with the pace of teaching. Participants had different views about the
language of instruction. Some preferred English for employment and social purposes
while others preferred the vernacular so as to have a better understanding of the
content and to pass the subjects. These learners preferred that the content should
prepare them for employment and for coping with day-to-day activities in rural areas.
Responsibilities at home, becoming a learner at an elderly age, being involved in
seasonal jobs and catching up work after absence were some of the challenges that
adult learners experienced.
From the results and findings of the study, recommendations were made to improve
the effectiveness of teaching and learning and functionality of Public Adult Learning
Centres.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Early Childhood Education
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Khumalo, Four-ten Enock. "Methods of assessing learning needs for community education programs." Thesis, University of Pretoria, 1999. http://hdl.handle.net/2263/29818.
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Al-Mufaraji, Moosa N. "Libraries and the development of information-handling in the educational system of Oman." Thesis, Loughborough University, 2000. https://dspace.lboro.ac.uk/2134/36044.
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This research investigates the existing situation regarding libraries and Learning Resource Centres (LRCs) and their infrastructure in Oman, with particular reference to those institutions in the educational system. A range of issues regarding management and organisation, resources and users are explored, as well as the adoption of modem technology in these libraries and LRCs. Two models were developed for the study. The first model was prepared to show the organisational information system, while the second model examined the impact of different types of information-seeking behaviour on the use of information sources. Data have been collected both via questionnaires and interviews. The questionnaires involved the investigation of school library users (teachers and students) in preparatory and secondary schools; and academic libraries and LRC users (faculty and students) at Sultan Qaboos University, Colleges of Education and Technical Industrial Colleges. The interview questions were put to the directors and heads of libraries and LRCs. The survey focused on eleven areas: staff; budget, acquisitions, policies, co-operation, library and LRC use, resources, services, information technology, education and future development.
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Carter, John C. "The evolution of museums as centres for learning : chapters in Canadian museology." Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/27746.
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An important part of change in the role of museums in society, is related to the educational mandate and public learning function of these institutions. Existing scholarship has identified education as a central museum activity, and has substantiated the importance of the educational function and the learning potential of museums. What were the factors and the history behind the changes which contributed to, and influenced the evolution of Canadian museums as centres for learning? The intent of this thesis is to address this question, to add to the body of knowledge on Canadian museology in general, and specifically to provide information on Canadian museums, education and learning. Change, as well as a connection to the past, have been constant influences in the evolution of Canadian museums as centres for learning. These and other salient issues have influenced events of the past. They will continue to make an impact into the future and will remain important in the ongoing evolution of Canadian museums as centres for learning as they enter the 21st century.
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Sundberg, Linda. "Learning Resource Centre (LRC) : en bibliotekstrend?" Thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-18732.
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Learning Resource Centre, or LRC, is an international phenomenon and a response to the changing society that came with the development of information technology. The LRC concept spread internationally during the 1990s and began to influence Swedish collage libraries at the end of the decade. The main purpose of this study is to analyze if and how Swedish college libraries have incorporated the LRC concept. Is there a Swedish LRC model? Is the LRC concept still interesting or was it a trend that is now out of date? Interviews with eleven people from six college libraries aim to show how they define the concept LRC and how it has been integrated in to their organisations. In order to explain how these six collage libraries have related to and developed their own LRC concept an organisational theory with a mythical perspective has been used. This perspective is related to an institutional perspective and is presented by the Norwegian professors Tom Christensen, Per Lægreid, Paul G. Roness and Kjell Arne Røvik in Organisationsteori i offentlig sektor. This study concludes that there is no Swedish model, however there are some undeniably Swedish characteristics. The concept LRC is never or seldom used and the activities connected to LRC have become ordinary activities at college libraries. The substance of the LRC remains and has improved the chances for use of and collaboration within the organisation.Uppsatsnivå: D
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Sebeh, Alaa Galal. "Evaluation of community based rehabilitation for disabled children in urban slums in Egypt." Thesis, University College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362828.
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Harington, Darrel G. "The development and validation of a learning environment instrument for CSIRO Science Education Centres." Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13555.
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Past research into defining and measuring the characteristics of learning environments in Science Education Centres and Science Museums (SECSMs) has been based upon low-inference measures, such as observations and interviews. Many searchers feel that the diversity of informal education settings in SECSMs makes it difficult to develop high-inference measures for informal learning environments. This study used the semiformal environment of the CSIRO Science Education Centres as a stepping-stone between formal and informal learning environments. A review of learning environment research identified a possible procedure for the development of, and a format for, a suitable instrument. Research in SECSMs was reviewed to identify learning environment factors that defined the CSIROSEC learning environment. A pilot study was conducted to determine the feasibility of developing a learning environment instrument for CSIROSECs. This led to the more formal process of developing a learning environment instrument for CSIROSECs based upon the five scales of Affect, Social Interaction, Novelty, Independence and Involvement.A number of cycles of testing of the instrument, statistical analyses, and subsequent refinements resulted in the Learning Environment Instrument for CSIRO Science Education Centres (LEI for CSIROSECs). The instrument measures distinct, if somewhat overlapping, aspects of the learning environment. The LEI for CSIROSECs displays comparable measures for internal consistency (alpha reliability) and discriminant validity to existing learning environment instruments. The sensitivity of the instrument has been demonstrated for the comparison of different classes, comparison of teacher-student perceptions, comparison of primary and secondary classes, and the comparison of CSIROSEC programs. Suggestions have been made for applications of the LEI for CSIROSECs and its further development,as well as its potential use in research.
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Hallberg, David. "Lifelong learning : The social impact of digital villages as community resource centres on disadvantaged women." Doctoral thesis, Stockholms universitet, Institutionen för data- och systemvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-103115.
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The overall aim of this research was to enhance the understanding of what affects the social impact of ICT in lifelong learning on disadvantaged women. In contributing to the field of social informatics, this research employs behavioural theories as strategy and analytic possibilities. This research mainly used the Kenyan digital villages as CRCs as settings but did also look beyond such establishments to provide a more solid picture. The studies were located in Kenya with complementary studies in Bolivia, Cameroon, Sri Lanka, and Sweden. The main strategies and methods used were case study, comparative education approaches, and observations and interviewing techniques. The findings suggest that ICT and CRCs have the potential to support disadvantaged women and their lifelong learning. However, the positive social impacts are limited because the arrangement of them generally does not favour vernacular languages, illiterate users, female owners and users, or non-students. In general, the use of ICT was sometimes perceived as forced, which is both a barrier and a stressor in the use of ICT in lifelong learning. It also emerged from the comparative studies that discussions among the participants in the CRCs largely covered issues in respect to 1) family and reproduction and 2) self-esteem, i.e. what settles the matter of the social impact of ICT in lifelong learning depends on change attitude among men and women. With minimal if not zero self-esteem a change that would make the difference or break a woman’s “legendary status quo” in order for a woman to feel that she can reach her goal or ambitions in lifelong learning would be difficult. Hence the lack of self-esteem is a stressor in itself. This research is valuable for stakeholders delving into issues of development and learning using ICTs, not only in Kenya but in a broader, global perspective.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 6: Submitted.
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McClafferty, Terence P. "Visitors' use and understanding of interactive exhibits and learning of scientific concepts." Curtin University of Technology, Science and Mathematics Education Centre, 2000. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9773.
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Visitors use and understanding of interactive exhibits and their learning of scientific concepts was investigated by three studies. The first study categorised visitors' use of a sound exhibit and found that 49% successfully used the exhibit. Understanding was described with a knowledge hierarchy and learning was measured using a pre-test and post-test. Findings indicated that many visitors had prior knowledge of the relevant concepts and 50% of visitors learnt a concept from the exhibit. The second study investigated young children's understanding and interaction with the Mitey Quarry, a cooperative exhibit of four elements, conveyor, elevator, auger and sorter, which were used to move balls around the exhibit. Findings indicated that children's activities and their level of understanding varied for each element, though higher levels were achieved with elements that were easily observable. The children's activities began with observation, and then vacillated between manipulation, operation and control of an element. The third study identified the educational objectives of a physical fitness exhibit, Let's Get Physical, and their achievement by high school students. Findings indicated that the instructional sequence integrated cognitive and affective objectives, and although 42% of students stated their intentions to begin new exercise activities in response to the exhibit message "to be active everyday", after two weeks, these intentions had not been enacted. The research has contributed to improved exhibit design by demonstrating the value of knowledge, activity and affective hierarchies in identifying exhibit objectives and providing a means for evaluation. Hierarchies are an effective way to describe and measure the visitors' use and understanding of interactive exhibits and learning from them.
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Sougrati, Yassine. "Formation et médiation en r(é)volution numérique : enjeux communicationnels de l'intégration du digital learning dans les centres de contact." Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCH033/document.
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C’est une thèse qui s’inscrit dans les sciences de l’information et de communication, sous l’ongle de l’évolution, des médias.. Les nouvelles technologies d’information et de communication (NTIC) ont investi notre vie quotidienne, les objets connectés ont considérablement modifié les pratiques et les usages dans les services de formation des entreprises, notamment en matière de communication interpersonnelle et des relations pédagogiques numérisées. Ce travail de thèse a pour vocation d’éclairer les formateurs des centres de contact sur les processus, les conditions de réussite et les enjeux de l’intégration du e-learning. Et ce, en analysant de quelles façons les nouvelles pratiques de formation, notamment via des plateformes en ligne, les technologies de l’information et de la communication ont transformé les méthodes de formation « traditionnelles ». Nous nous intéressons plus particulièrement aux usages et outils regroupés sous l'appellation « e-learning » dans le cadre de la formation professionnelle, initiale et continueThis thesis is part of the information and communication sciences, under the nail of evolution, of the media. Information and communication technologies (ICTs) have invested in our everyday life, globalized digitization and connected objects have considerably modified the practices and uses in the training services of companies, especially in terms of interpersonal communication and digitized pedagogical relations. This work of thesis aims to accompany the trainers of the contact centers on the processes, the conditions of success and the stakes of the integration of the e-learning. By analyzing in what ways new training practices, notably via online platforms, generalized digitization have transformed "traditional" training methods. We are particularly interested in the uses and tools grouped under the name "e-learning" in the context of initial and continuing vocational training
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Mathikithela, Maite Sara. "Towards effective programmes for the mentally disabled adults at Reakgona Adult Learning Centre." Thesis, University of Limpopo (Turfloop Campus), 2009. http://hdl.handle.net/10386/856.
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Thesis (M.ED. (Adult Education)) --University of Limpopo, 2009This report describes the research carried out at Reakgona Adult Learning Centre at Seshego, which is 11 km North-West of Polokwane, the capital city of Limpopo province. The main aim of the study was to investigate the effectiveness of programmes designed for the mentally disabled adults. For me to achieve the outlined aim, I formulated the following research question: • How do programmes designed for the mentally disabled adults benefit them in their everyday lives? In an attempt to answer the above question I decided to undertake an exploratory study to get insight into programmes offered at Reakgona Adult Learning Centre. For me to evaluate if the programmes could have beneficial impact to the target group I looked into the aims and objectives of the programmes at Reakgona Adult Learning Centre. I also took into consideration the vocational training needs of adults with mental disability. The characteristics of programmes and the possibilities for improving the programmes designed for the mentally disabled adults were also considered. Chapter 1; was concluded by describing the scope of the study. In chapter 2; I formulated the assumptions about factors that could contribute towards the provision of effective programmes. The factors are vocational training programmes, basic literacy and numeracy skills, life skills, interpersonal skills, communication skills and self-help skills. After reading relevant documents on people with mental disabilities, conducting exploratory interviews with people on the field and based on my preliminary visit to Reakgona Adult Learning Centre, I came up with other factors that could contribute towards the provision of effective programmes. They are Centre Based Support Programmes and assessment programmes. This chapter was concluded by definition of the key concepts. This chapter was concluded by definition of the key concepts. In chapter 3; I described the design of the study. The main focus of this chapter was to discuss the two tracks of data collection. The first track was about reviewing and interrogating admission policy document of Reakgona Adult Learning centre while the second track had to do with data collection. I also explained how the collected data was analysed using qualitative data analysis method. This chapter was concluded with the reflections, which is about my experiences during the research process. Chapter 4; presented the empirical results of the study. It gave an account of the programmes, which are offered at the centre and the extent to which these programmes are of benefit to the target group. It also provided the description of the centre, vision, mission, aims and objectives, types of programmes and their characteristics. The hierarchical structure of the role players is also outlined. The final chapter (five) presented the final conclusion based on the findings of this study. It gave the overall conclusion of what the researcher has discovered during the research process and account on programmes, which might be effective for the mentally disabled adults at Reakgona Adult Learning centre. Recommendations for the improvement of the programmes were also outlined. This chapter was concluded with the recommendations for further study.
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Al-Mahri, Bakhit Ahmed Rajhit. "An evaluation of the effectiveness of the learning resource centres in the colleges of education in Oman." Thesis, University of Glasgow, 2003. http://theses.gla.ac.uk/4847/.
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This study reports on an investigation of the effectiveness of the Learning Resource Centres (LRCs) in the Colleges of Education in Oman. It considers the aims of the LRCs/libraries and explored the extent to which the LRCs achieve their aims and identified the defects which represent obstacles to improving the LRCs. The extent to which the LRCs support the Colleges of Education to achieve their aims is also explored. Accordingly, this thesis examines the effectiveness of the LRCs and leads to recommendations, which if implemented, will improve the LRCs for the users. In order to achieve the research purposes the study surveys the LRCs in the Colleges of Education in Oman. The survey includes observation of all six LRCs, responses to questionnaires from 140 academics and 436 students and interviews with 24 employees from the staff ofLRCs. In consideration of the fact that the Ministry of Higher Education in Oman (MOHE) tries to benefit from the Canadian experience in LRCs/libraries, interviews were conducted with nine employees working in LRCs/libraries at six Canadian Universities. The study indicates that, in general, the LRCs have satisfactory factors such as the provision of resources, accessibility, support from personnel to users, training of users to develop their skills and increase the utilisation of facilities. Consequently these enhance the possibility of achieving the aims of the LRCs as well as supporting the Colleges to attain their aims. The availability of the previous factors also indicates to the reasonable effectiveness of the LRCs. On the other hand, the findings of the study consider that the main obstacles to improving the LRCs are: centralisation of acquisition of human and material resources at the MOHE, space, policy, and the incomplete classification system and catalogue. Finally the study proposes recommendations which can overcome the identified obstacles and improve the effectiveness of the LRCs in the Colleges of Education in Oman.
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Knight, Alison. "'All the fun of the fair' : do ICT learning centres in 'innovative locations' help to widen participation?" Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405225.
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Owner, Ann, and n/a. "A study of communications between the system and service delivery sectors to learning centres in ACT high schools." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20050629.095537.
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The purpose of this study was to examine the effectiveness of
communication between the Operations branch, the Student Services
Section and High School Learning Centres within the Services Division of
the ACT Department of Education.
Data was collected from administrators and educators alike. The survey
instrument was designed specifically to examine the perception of the
effectiveness of organisational communication between the bureaucratic
administrative group within the ACT Department Education Department
and the personnel within the ACT High Schools Learning Centres
responsible for service delivery to students in Learning Centres. The
survey instrument addressed five factors. These factors included
Horizontal and Vertical Communication, Personal Feedback, Media Quality
and Barriers to Communication.
The findings from the survey were organised into six major findings and
four subsidiary findings and discussion on each finding followed.
The findings of the study indicated that, effective co-ordination in a large
organisation requires some centralized direction. The relationship that
exists between the three organisational domains of the Act Department of
Education responsible for the delivery of effective service to Learning
Centre clients in ACT High Schools had been shown to be an impersonal
mechanism of control designed by the Policy and Management domains in
part, and a culturally diffuse but personal mechanism of control used by
the Service domain personnel within the Learning Centres themselves.
What has emerged from the study is evidence that would suggest that there
is lack of an effective link between the more bureaucratic Policy and
Management domains and the more open and less formal Service domain
sector.
The findings have implications for the bureaucrats involved in the change
process which has been part of regionalisation. The findings of the study
indicate that regionalisation does not appear to provide a panacea for the
major difficulties associated with communication as revealed in this
study.
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Gustafsson, Karin. "Folkbibliotek och lärcentra : ett pedagogiskt samarbete under utveckling = [Libraries and local learning centres] : [a pedagogical cooperation under development] /." Borås : Högsk. i Borås, Bibliotekshögskolan/Biblioteks- och informationsvetenskap, 2004. http://www.hb.se/bhs/slutversioner/2004/04-34.pdf.
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Wongchachom, Chumnong. "An investigation into a community information database system in the northeast of Thailand community empowerment through community learning centres /." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0018.html.
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Kaushik, Raj Vardhan. "Effectiveness of Indian science centres as learning environments : a study of educational objectives in the design of museum experiences." Thesis, University of Leicester, 1996. http://hdl.handle.net/2381/35306.
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This study intends to evaluate Indian science centres and focuses on factors which characterise them as effective educational environments. In order to explore the science centre setting, this study follows the approach of methodological appropriateness - that is, employing both quantitative and qualitative research methods according to the purpose and necessity. Due to the phenomenal importance of the early years in our lives, this study focuses on schools students and out-of-school children. The study mainly addresses the question who - male versus female students and junior versus senior students - really benefit out of a science centre visit and what happens to their impact in the longer term. This study intends to measure the impact of a visit to the National Science Centre, Delhi on students' affective domain: three parameters - namely, attitudes to science, attitudes to science centres, and continuing motivation in science - have been chosen for their potential significance in the educational arena. Data - through pre-visit, post-visit (within three days of the visit) and later-visit (about six month after the visit) questionnaires - has been collected in the Summer of 1994. The data has been analysed using parametric statistical tests - mainly the tests known as the Analyses of Variance (ANOVA). The supporting and qualifying data has been gathered by unobtrusively observing 50 randomly selected students in the galleries and by interviewing teachers and students. The findings indicate that all students gain in their short-term attitudes to science and science centres as a result of their visitation. But, the gain is found to decay in the longer term, mainly in the case of girls and junior students. In reference to the poor and the rural students, the reach of science centres is found to be extremely miserable. To ameliorate the situation, much has to be done. To this end, this study makes recommendations for a fine synthesis of people's needs and aspirations, social and cultural knowledge, the objectives of museums, and the highly effective domains of exhibit development.
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Vaudable, Christophe. "Analyse et reconnaissance des émotions lors de conversations de centres d'appels." Phd thesis, Université Paris Sud - Paris XI, 2012. http://tel.archives-ouvertes.fr/tel-00758650.
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La reconnaissance automatique des émotions dans la parole est un sujet de recherche relativement récent dans le domaine du traitement de la parole, puisqu'il est abordé depuis une dizaine d'années environs. Ce sujet fait de nos jours l'objet d'une grande attention, non seulement dans le monde académique mais aussi dans l'industrie, grâce à l'augmentation des performances et de la fiabilité des systèmes. Les premiers travaux étaient fondés sur des donnés jouées par des acteurs, et donc non spontanées. Même aujourd'hui, la plupart des études exploitent des séquences pré-segmentées d'un locuteur unique et non une communication spontanée entre plusieurs locuteurs. Cette méthodologie rend les travaux effectués difficilement généralisables pour des informations collectées de manière naturelle.Les travaux entrepris dans cette thèse se basent sur des conversations de centre d'appels, enregistrés en grande quantité et mettant en jeu au minimum 2 locuteurs humains (un client et un agent commercial) lors de chaque dialogue. Notre but est la détection, via l'expression émotionnelle, de la satisfaction client. Dans une première partie nous présentons les scores pouvant être obtenus sur nos données à partir de modèles se basant uniquement sur des indices acoustiques ou lexicaux. Nous montrons que pour obtenir des résultats satisfaisants une approche ne prenant en compte qu'un seul de ces types d'indices ne suffit pas. Nous proposons pour palier ce problème une étude sur la fusion d'indices de types acoustiques, lexicaux et syntaxico-sémantiques. Nous montrons que l'emploi de cette combinaison d'indices nous permet d'obtenir des gains par rapport aux modèles acoustiques même dans les cas ou nous nous basons sur une approche sans pré-traitements manuels (segmentation automatique des conversations, utilisation de transcriptions fournies par un système de reconnaissance de la parole). Dans une seconde partie nous remarquons que même si les modèles hybrides acoustiques/linguistiques nous permettent d'obtenir des gains intéressants la quantité de données utilisées dans nos modèles de détection est un problème lorsque nous testons nos méthodes sur des données nouvelles et très variées (49h issus de la base de données de conversations). Pour remédier à ce problème nous proposons une méthode d'enrichissement de notre corpus d'apprentissage. Nous sélectionnons ainsi, de manière automatique, de nouvelles données qui seront intégrées dans notre corpus d'apprentissage. Ces ajouts nous permettent de doubler la taille de notre ensemble d'apprentissage et d'obtenir des gains par rapport aux modèles de départ. Enfin, dans une dernière partie nous choisissons d'évaluées nos méthodes non plus sur des portions de dialogues comme cela est le cas dans la plupart des études, mais sur des conversations complètes. Nous utilisons pour cela les modèles issus des études précédentes (modèles issus de la fusion d'indices, des méthodes d'enrichissement automatique) et ajoutons 2 groupes d'indices supplémentaires : i) Des indices " structurels " prenant en compte des informations comme la durée de la conversation, le temps de parole de chaque type de locuteurs. ii) des indices " dialogiques " comprenant des informations comme le thème de la conversation ainsi qu'un nouveau concept que nous nommons " implication affective ". Celui-ci a pour but de modéliser l'impact de la production émotionnelle du locuteur courant sur le ou les autres participants de la conversation. Nous montrons que lorsque nous combinons l'ensemble de ces informations nous arrivons à obtenir des résultats proches de ceux d'un humain lorsqu'il s'agit de déterminer le caractère positif ou négatif d'une conversation
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Rocosa, Alsina Balbina. "El desenvolupament de la competència d'aprendre a aprendre amb el suport de les TIC. Estudi de cas múltiple a centres d'ensenyament secundari de Catalunya." Doctoral thesis, Universitat Oberta de Catalunya, 2019. http://hdl.handle.net/10803/668437.
Full textAbstract:
Es tracta d'una aproximació al desenvolupament de la competència d'aprendre a aprendre (CAaA), com s'implementa i quin suport estratègic i metodològic hi aporten les tecnologies de la informació i la comunicació (TIC). És un estudi de cas múltiple en centres d'educació secundària obligatòria (ESO) en un context metodològic socioconstructivista, de desenvolupament competencial i ús intensiu de les TIC, fet a partir d'entrevistes a membres dels equips directius, anàlisi de documentació, enquestes i grups focals a professors i alumnes. Es presenten anàlisis intracasos i intercasos. Els productes principals són una visió holística de la CAaA amb els aspectes que la desenvolupen agrupats segons les fases del procés d'autoregulació i els àmbits de suport de les TIC, un conjunt de pautes i orientacions metodològiques per a desenvolupar la CAaA a l'ESO i una rúbrica d'avaluació de la CAaA.Se trata de una aproximación al desarrollo de la competencia de aprender a aprender (CAaA), cómo se implementa y qué apoyo estratégico y metodológico aportan las tecnologías de la información y la comunicación (TIC). Es un estudio de caso múltiple en centros de educación secundaria obligatoria (ESO) en un contexto metodológico socioconstructivista, de desarrollo competencial y uso intensivo de las TIC, hecho a partir de entrevistas a miembros de los equipos directivos, análisis de documentación, encuestas y grupos focales a profesores y alumnos. Se presentan análisis intracasos e intercasos. Los principales productos son una visión holística de la CAaA con los aspectos que la desarrollan agrupados según las fases del proceso de autorregulación y los ámbitos de apoyo de las TIC, un conjunto de pautas y orientaciones metodológicas para desarrollar la CAaA en la ESO y una rúbrica de evaluación de la CAaA.
This thesis looks, from a strategic and methodological perspective, at the development of the Learning to Learn Competency (LLC), how it is implemented and the role of information and communication technologies (ICT). It is a multiple case study in compulsory secondary education (ESO) schools using socio-constructivist methods and intense use of ICT to develop competencies. It involved interviews with members of leadership teams, document analysis, surveys and focus groups with teachers and students. Intra-case and inter-case analyses were performed. The main results were: a holistic view of LLC and the aspects that develop it, grouped according to the phases of the self-regulation process and the areas of ICT support; a set of methodological guidelines and criteria to develop LLC in compulsory secondary education (ESO); and an a rubric to assess LLC.
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Hernandez, Freites Elizabeth. "Les centres de ressources en langues en milieu universitaire français : quelles ressources et quels dispositifs pour favoriser les auto-apprentissages ?" Thesis, Université Côte d'Azur (ComUE), 2016. http://www.theses.fr/2016AZUR2048.
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Dans les CRL en milieu universitaire français des moniteurs orientent leurs semblables à l’apprentissage en autonomie des langues. Ces moniteurs sont évalués lors d’un entretien, afin de remplir diverses fonctions, au sein d’une structure corrélativement récente où, face au public la mise à disposition des ressources matérielles, technologiques et humaines se réalise.Cependant, la responsabilité qui leur est confiée découle de types distincts d’interventions qui évoluent au-delà de la fonction du monitorat, plus précisément liés à la gestion et l’animation du centre. Il s’agit, dans certains cas, d’exercer une médiation de tutelle pour l’autonomisation des apprenants. Des compétences très précises unies à l'ingérence humaine puis à la gestion des ressources matérielles s’impliquent par ce profil.Malgré cette polyvalence des fonctions, les moniteurs ne reçoivent pas de formation spécifique pour exercer l’accompagnement en langue. Il en découle une proposition de formation de notre part qui mêle une analyse sur les profils, les compétences que le tuteur doit détenir pour exercer le tutoratIn the Language Resource Labs of the French university system, monitors direct their fellows in the independent learning of languages. These monitors are assessed during an interview in order to fulfill diverse tasks, within a correlative recent structure where, the provision to the general public of the equipment as well as the technological and human resources come true. However, the responsibility which is trusted to them stems from different types of interventions which evolve beyond the function of instructing, but more precisely bound to the management and the organization of the Lab; It is a matter, in certain cases of practicing a mediation of supervision of the self-learning process of the learners. Very specific skills, along with human intervention, then the management of material resources are involved in this job profile. In spite of this functional flexibility, monitors do not receive any particular training in order to exercise this language learning support. As a result, we propose a training, which analyzes the job profile as well as the skills that the instructor must have in order to practice the instruction
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Serarols, Boada Jordi. "La implementació de les TIC en els centres d'ensenyament secundari de Catalunya: propostes d'organització i gestió a partir d'estudis de cas." Doctoral thesis, Universitat Oberta de Catalunya, 2019. http://hdl.handle.net/10803/667316.
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Aquesta tesi doctoral té com a objectius conèixer l'organització, la gestió i el rol de la direcció en la implementació de les TIC en centres madurs digitalment i elaborar propostes organitzatives i iniciatives d'actuacions transferibles. El marc teòric gira al voltant de la transformació educativa i el paper de les TIC. S'introdueix el concepte de maduresa digital i la seva avaluació a partir d'un nou model per a avaluar-la, anomenat MADIGESC. La recerca es basa en tres estudis de cas de centres d'ensenyament secundari obligatori que fan servir les TIC intensivament. Els resultats es presenten en quatre blocs: el context educatiu, l'organització del centre, la integració de les TIC i la maduresa digital del centre. Les conclusions de la recerca destaquen la importància del rol de la direcció i l'exercici de l'autonomia del centre, la formació del professorat i les pràctiques educatives avançades derivades de l'ús de les TIC. Finalment, es presenten propostes d'organització i gestió de les TIC en format d'infografia a partir del model de maduresa digital MADIGESC.Esta tesis doctoral tiene como objetivos conocer la organización, la gestión y el rol de la dirección en la implementación de las TIC en centros digitalmente maduros y elaborar propuestas organizativas e iniciativas de actuaciones transferibles. El marco teórico gira alrededor de la transformación educativa y el papel de las TIC. Se introduce el concepto de madurez digital y su evaluación a partir de un nuevo modelo para evaluarla, llamado MADIGESC. La investigación se basa en tres estudios de caso de centros de educación secundaria obligatoria que usan las TIC de forma intensiva. Los resultados se presentan en cuatro bloques: el contexto educativo, la organización del centro, la integración de las TIC y la madurez digital del centro. Las conclusiones de la investigación destacan la importancia del rol de la dirección y el ejercicio de la autonomía del centro, la formación del profesorado y las prácticas educativas avanzadas derivadas del uso de las TIC. Finalmente, se presentan propuestas de organización y gestión de las TIC en formato de infografía a partir del modelo de madurez digital MADIGESC.
This doctoral thesis aims to improve our understanding of the organization, management and role of school administrators in the implementation of ICT in digitally mature schools, and to develop organizational proposals and transferable initiatives. The theoretical framework is rooted in educational transformation and the role of ICT. The concept of digital maturity is introduced, as is its evaluation based on a new model, called MADIGESC. The research is based on three case studies of secondary schools in which there is intensive use of ICT. The results are presented in four sections: the educational context, the school organization, the integration of ICT, and the digital maturity of the school. The research findings highlight the importance of the role of school administrators and their exercising of school autonomy, the professional development of teachers, and the advanced educational practices empowered by the use of ICT. Finally, proposals for the organization and management of ICT are made (presented as infographics) based on the MADIGESC digital maturity model.
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Howell, Lisa. "Reconciliation in Action and the Community Learning Centres of Quebec: The Experiences of Teachers and Coordinators Engaged in First Nations, Inuit and Métis Social Justice Projects." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36219.
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When the Truth and Reconciliation Commission (TRC) called for all provinces and territories in Canada to develop curriculum related to residential schools, most ministries of education began the process of reform. Despite this Call to Action, Quebec remains the only province that has yet to publicly commit to or develop any curricula related to residential schools. In this context, this study examines the Community Learning Centre (CLC) network, which has empowered English schools across Quebec to participate in projects that address the Calls to Action, encouraging social justice and reconciliation. It examines the experiences of teachers and CLC coordinators who have participated in CLC projects between 2012-2016. The findings indicate that there is increasing frustration among teachers concerning the absence of residential school history from the Quebec curriculum. Findings also indicate many pedagogical benefits of teaching for social justice. Finally, the study identifies challenges and best practises, and provides recommendations for program and curriculum development in the movement for reconciliation in education in Quebec.
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Pacheco, Olea Fernando. "La función de apoyo a la investigación en las bibliotecas de las universidades del sistema de educación superior ecuatoriano: una propuesta para la Zona 5." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666796.
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Esta investigación se desarrolló con la finalidad de conocer el estado del sistema bibliotecario universitario de Ecuador en cuanto a los servicios de apoyo a la investigación, además de conocer cómo los investigadores desarrollan sus proyectos de investigación y si reciben o no apoyo por parte de la biblioteca de sus universidades. OBJETIVOS: Analizar los beneficios de implementar el servicio de apoyo a la investigación en las bibliotecas de las universidades de la zona 5 de Ecuador, así como analizar su modelo de gestión, identificar los servicios que proporcionan, analizar los servicios que se prestan en las bibliotecas de las universidades en España como un referente, identificar las necesidades de los investigadores de la zona 5, analizar los servicios que prestan las bibliotecas de las 25 universidades mejor situadas en el ranking QS World 2018 y finalmente elaborar una propuesta de catálogo de servicios de apoyo a la investigación ajustado a la realidad ecuatoriana. METODOLOGÍA: se realizaron encuestas dirigidas a los principales de las bibliotecas de Ecuador y España así como también a los investigadores de las universidades de la zona 5 de Ecuador, finalmente se realizó una revisión web de las 25 universidades mejor posicionadas en el QS World 2018. RESULTADOS: Se pudo comprobar que en las bibliotecas universitarias de Ecuador no cuentan con servicios de soporte a la investigación, y en las bibliotecas universitarias españolas si se brindan servicios de apoyo a la investigación los mismos que nos servirán de modelo para ejecutar la propuesta de catálogo de servicios para la zona 5 de Ecuador, en el caso de los investigadores de la zona 5 la mayoría manifestaron no recibir ningún soporte por parte de las bibliotecas de sus universidades.This research was developed with the purpose of knowing the status of the university library system in Ecuador in terms of research support services, in addition to knowing how researchers develop their research projects and whether or not they receive support from the library of their universities. OBJECTIVES: To analyze the benefits of implementing the research support service in the libraries of the universities in zone 5 of Ecuador, as well as to analyze their management model, identify the services they provide, analyze the services provided in the libraries of the universities in Spain as a reference, identify the needs of the researchers in zone 5, analyze the services provided by the libraries of the 25 best located universities in the QS World 2018 ranking and finally elaborate a proposal for a catalogue of research support services adjusted to the Ecuadorian reality. METHODOLOGY: surveys were carried out aimed at the main libraries in Ecuador, Spain. As well as the researchers of the universities in zone 5 of Ecuador, finally a web review of the 25 best positioned universities in QS World 2018 was carried out. RESULTS: It was possible to verify that in the university libraries of Ecuador they do not have support services to the investigation, and in the Spanish university libraries if they offer support services to the investigation the same ones that will serve us as model to execute the proposal of catalogue of services for the zone 5 of Ecuador, in the case of the investigators of the zone 5 the majority stated not to receive any support on the part of the libraries of their universities.
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Almejalli, Khaled A. "Intelligent Real-Time Decision Support Systems for Road Traffic Management. Multi-agent based Fuzzy Neural Networks with a GA learning approach in managing control actions of road traffic centres." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4264.
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The selection of the most appropriate traffic control actions to solve non-recurrent traffic congestion is a complex task which requires significant expert knowledge and experience. In this thesis we develop and investigate the application of an intelligent traffic control decision support system for road traffic management to assist the human operator to identify the most suitable control actions in order to deal with non-recurrent and non-predictable traffic congestion in a real-time situation. Our intelligent system employs a Fuzzy Neural Networks (FNN) Tool that combines the capabilities of fuzzy reasoning in measuring imprecise and dynamic factors and the capabilities of neural networks in terms of learning processes. In this work we present an effective learning approach with regard to the FNN-Tool, which consists of three stages: initializing the membership functions of both input and output variables by determining their centres and widths using self-organizing algorithms; employing an evolutionary Genetic Algorithm (GA) based learning method to identify the fuzzy rules; tune the derived structure and parameters using the back-propagation learning algorithm. We evaluate experimentally the performance and the prediction capability of this three-stage learning approach using well-known benchmark examples. Experimental results demonstrate the ability of the learning approach to identify all relevant fuzzy rules from the training data. A comparative analysis shows that the proposed learning approach has a higher degree of predictive capability than existing models. We also address the scalability issue of our intelligent traffic control decision support system by using a multi-agent based approach. The large network is divided into sub-networks, each of which has its own associated agent. Finally, our intelligent traffic control decision support system is applied to a number of road traffic case studies using the traffic network in Riyadh, in Saudi Arabia. The results obtained are promising and show that our intelligent traffic control decision support system can provide an effective support for real-time traffic control.
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Petersen, Carola. "Educators' perceptions of the appropriateness and relevance of the National Curriculum Statement for learners at Special Youth Careand Education Centres in the Western Cape." Thesis, University of the Western Cape, 2009. http://hdl.handle.net/11394/2636.
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Magister Educationis - MEdThis study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution.
South Africa
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Gibson, Laila. "Learning Destinations : The complexity of tourism development." Doctoral thesis, Karlstad University, Faculty of Social and Life Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-435.
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Our world is becoming increasingly complex, and is rapidly changingwith distances being reduced. Societies today are also in atransition from traditional production industries to increasingreliance on communication, consumption, services and experience. Asone of these emerging ‘new industries’, tourism is part of thismovement. Globalisation also makes further development of tourismpossible through, amongst other things, the spreading of languages;the development of low-cost carriers; international monetary systems;telecommunications and other technological innovations. Tourismcontributes to the globalisation of society and at the same time is aproduct of it. This is confirmed by complexity theories that stressthe systematic and dynamic nature of globalisation and theinterdependence of the global and the local. Hence, in this thesis,it is argued that acknowledging the complexity of tourism isnecessary for understanding tourism development, and more knowledgeabout tourism also leads to greater knowledge of our society.
The main aim of this thesis is to understand the complexity of localand regional tourist destination development, by exploring social andcultural factors that influence this development. In order to fulfilthis aim, analysis has been conducted at three different levels:places, projects and people. More specifically, by examining placesand how they develop as destinations; investigating the structure of,and processes within, groups and networks important for destinationdevelopment and by exploring the roles, resources and attitudes ofenterprising people who are seen as key for development. The thesisis based on a research project including three studies of tourismdestinations and projects in Northern Sweden and Scotland.
The social and cultural factors connected to tourism development arein turn part of learning processes, which in this thesis are seen asfundamental mechanisms for processes of development. A frameworkcalled ‘Learning Destinations’ is introduced that demonstrates howimportant social and cultural factors manifest themselves at each ofthe three levels: places, projects and people. History and heritageand rationales are the main cultural factors discussed, whilstinteraction and boundaries are prominent social factors found toinfluence tourism development. It is suggested that the framework of‘Learning Destinations’ may serve as a tool for understanding thecomplexity of local and regional tourism development.
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Mginywa, Nondumiso. "The transition of Public Adult Learning Centres (PALCs) to Community Education and Training Colleges (CETCs): Perspectives and experiences of a selection of management and lecturer staff in the greater Cape Town area." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33806.
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In 2013, the Department of Higher Education established a new institutional form for the provision of adult education, the Community Education and Training Colleges (CETCs). The growing number of unemployed youths that are not in learning institutions as well as the limited opportunities provided by the pre-existing Public Adult Learning Centres (PALCs), set the context for the transitioning of PALCs into CETCs. This transition marks one of the biggest changes to the adult education landscape historically in South Africa but has thus far been the subject of limited research. This study focuses on the experiences and perspectives of a selection of role players of this transition, in particular, those of managers and lecturers within the greater Cape Town area. The study was situated within an interpretive research paradigm with its emphasis on experience and interpretation and adopted a case study approach. A range of documents provided background data, while the main body of data was collected via semi-structured interviews. Adopting a thematic approach, the analysis focuses on how the policy changes have affected governance, experiences of the new institutional context and perspectives on lecturer qualifications. A further focus is on the views of key role players on the purposes of the CETCs and locating these within different theoretical traditions. The analysis also explored views on the professionalization of adult education and training, and how these compare with broader conceptual approaches to professionalisation in the literature. The study concludes that centralization of governance has had negative consequences for the management and lecturers represented in the sample and seems to be at odds with the ethos of institutional autonomy that usually characterises higher education. At the same time, the transition has presented opportunities for the CETCs to collaborate with different organisations to create skills development opportunities for their constituencies, especially for the increasing number of younger students in the CLCs. The evidence also suggests that while policies talk of CETCs continuing South Africa's historical traditions of transformative adult education, the respondents hold a more humanist view of their purpose, combined with some elements of a human capital approach. Respondents' views on professionalisation were largely instrumental, relating perhaps to continuing poor conditions of employment and scarcity of resources. However, the passion for and deep commitment of lecturers to their work is notable and seems to offer a basis not only for a future occupational identity, but also possibly for a more transformative education to take root in the CLCs.
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Evanshen, Pamela. "Quality Learning Centers." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/4399.
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Mohammed, Bashir. "A Framework for Efficient Management of Fault Tolerance in Cloud Data Centres and High-Performance Computing Systems: An Investigation and Performance analysis of a Cloud Based Virtual Machine Success and Failure Rate in a typical Cloud Computing Environment and Prediction Methods." Thesis, University of Bradford, 2019. http://hdl.handle.net/10454/17400.
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Cloud computing is increasingly attracting huge attention both in academic research and industry initiatives and has been widely used to solve advanced computation problem. As cloud datacentres continue to grow in scale and complexity, the risk of failure of Virtual Machines (VM) and hosts running several jobs and processing large amount of user request increases and consequently becomes even more difficult to predict potential failures within a datacentre. However, even though fault tolerance continues to be an issue of growing concern in cloud and HPC systems, mitigating the impact of failure and providing accurate predictions with enough lead time remains a difficult research problem. Traditional existing fault-tolerance strategies such as regular check-point/restart and replication are not adequate due to emerging complexities in the systems and do not scale well in the cloud due to resource sharing and distributed systems networks.
In the thesis, a new reliable Fault Tolerance scheme using an intelligent optimal strategy is presented to ensure high system availability, reduced task completion time and efficient VM allocation process.
Specifically, (i) A generic fault tolerance algorithm for cloud data centres and HPC systems in the cloud was developed. (ii) A verification process is developed to a fully dimensional VM specification during allocation in the presence of fault. In comparison to existing approaches, the results obtained shows an increase in success rate of the VMs, a reduction in response time of VM allocation and an improved overall performance. (iii) A failure prediction model is further developed, and the predictive capabilities of machine learning is explored by applying several algorithms to improve the accuracy of prediction. Experimental results indicate that the average prediction accuracy of the proposed model when predicting failure is about 90% accurate compared to existing algorithms, which implies that the approach can effectively predict potential system and application failures within the system.
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Juntunen, A. L. (Anne-Leena). "Uusia työtapoja päiväkotityöhön:tutkimus sosionomi (AMK) -koulutuksen asiakastyön harjoittelusta." Doctoral thesis, Oulun yliopisto, 2010. http://urn.fi/urn:isbn:9789514263828.
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Abstract The development of new work practices requires the combination of several organizations. The interaction and knowledge formation of the participants are the essential factors. The aim of this study was to reveal their potential for forming new work practices to day-care centre work in the practice of Social Services (UAS) studies. The research focused on co-operative learning of the network of persons representing universities (academic and applied sciences) and day-care centres. The methodology of the study is based on developmental work research. Four different types of data were collected: 1. Discussion data of the Social Services (UAS) students, teachers and work place instructors during joint planning sessions, 2. Their stimulated recall -interview data, 3. The historical analysis of the day-care work, 4. Historical analysis of the transfer concept. The “expansive learning cycle” and historical analysis of the transfer were used as conceptual tools of analyzing teamwork and knowledge formation of the teams. The activity system model of developmental work research was used as conceptual tool of analyzing learning of the teams. Central themes were further elaborated using stimulated recall – interviews. The interaction mainly consisted of presenting one’s own view, and on the other hand, solving a common problem. The team did not question the interaction at a personal level. The team was not able to construct the common activity system and the boundary object between different institutions (the university, university of applied sciences and the day-care centres). Knowledge formation was conducted by reconstruction of existing knowledge and traditional transfer. On the other hand, regenerative learning and knowledge formation were developed in the activity system of the day-care centre and education. The team observed children’s learning and the contradictions of current activity and formed a new theoretical concept. It was applied as a tool for the activity of students. The new insight was not expanded to the work in day-care centres. Mere conversation is not sufficient - new work practices require mutual trust, strong network connections and the ability to assess and develop the attitude towards a more co-operative one. Knowledge formation provides regenerative learning. What is essential is questioning present practices, knowing the zone of proximal development of the work and modeling of new ideas. The most important in knowledge formation, interaction and learning are the theories of learning. The starting point to develop the work is to find the right object based on the needs of working lifeTiivistelmä Uusien työtapojen kehittäminen vaatii useiden organisaatioiden yhteistoimintaa. Keskeistä on eri asiantuntijoiden vuorovaikutus ja tiedonmuodostus. Tutkimuksessa selvitettiin kehittäjätiimin vuorovaikutuksen ja tiedonmuodostuksen suhdetta uusien työtapojen muodostumiseen sosionomi (AMK) -koulutuksen harjoittelussa. Tutkimus kohdistui yliopiston, ammattikorkeakoulun ja päiväkodin edustajien yhteistoiminnalliseen oppimiseen tavoitteenaan kehittävä siirtovaikutus. Tutkimuksen metodologia perustuu kehittävään työntutkimukseen. Tutkimus sisältää neljä aineistoa: 1. Sosionomi (AMK) -opiskelijoiden, opettajien ja työpaikkaohjaajien keskusteluaineiston, 2. stimulated recall -haastatteluaineiston, 3. päiväkotityön historiallisen kehityksen analyysiaineiston, 4. siirtovaikutuksen käsitteen historiallisen analyysiaineiston. Keskusteluaineiston vuorovaikutuksen analyysimenetelmänä käytettiin tiimityön analysoinnin käsitteellisiä välineitä. Tiedonmuodostusta analysoitiin ekspansiivisella oppimissyklillä ja siirtovaikutuksen kehitysvaihemallilla. Päiväkotityön historia-analyysiä käytettiin osallistujien kehittämiskohteen tulkintaan. Oppimista analysoitiin toimintajärjestelmän rakennemallilla. Stimulated recall -haastattelut täydensivät analyysejä. Kehittäjätiimin vuorovaikutuksessa korostui oman näkökulman esittäminen ja toisaalta yhteisen ongelman ratkaiseminen. Osallistujat eivät kyseenalaistaneet yksilötason vuorovaikutustaan. Tiimi ei pystynyt luomaan yliopiston, ammattikorkeakoulun ja päiväkodin edustajien yhteistä toimintajärjestelmää ja kehittämiskohdetta. Tiedonmuodostusta ohjasivat valmiin tiedon rekonstruointi ja staattinen siirtovaikutus. Toisaalta päiväkodin ja koulutuksen toimintajärjestelmässä kehittyi uudistavaa oppimista. Osallistujat käsittelivät lasten oppimista, nykytoiminnan ristiriitoja ja muodostivat uuden selitysmallin, jolla oli teoreettista merkitystä opiskelijan toiminnan välineenä. Uusi selitysmalli ei siirtynyt päiväkotityöhön. Pelkkä keskustelu ei riitä - uudet työtavat edellyttävät keskinäistä luottamusta, vahvoja verkostosuhteita sekä kykyä arvioida ja kehittää asennetta yhteistoiminnallisuuteen. Tärkeimmiksi tiedonmuodostusta, vuorovaikutusta ja oppimista sääteleviksi tekijöiksi nousevat oppimisteoriat. Uudistukset edellyttävät uudistavaa oppimista. Keskeistä on taito yhdessä kyseenalaistaa nykyistä toimintaa, hahmottaa työn lähikehitys sekä mallittaa uusia ideoita. Lähtökohtana ovat työelämän tarpeista nousevat kehittämiskohteet
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Wright, Jared G. "Learning Centered Leadership: Exploring How Distinguished Learning-Centered Principals Apply Key Processes of Learning-Centered Leadership." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8429.
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School leadership is a complex and challenging endeavor, especially in an era when school principals are held accountable for student achievement outcomes. Research on school leadership has shown that a principal’s influence on student achievement is indirect and significant. Over the past three decades, research on school leadership has developed conceptually and now offers more concrete descriptions of the actions and behaviors leaders can utilize for learning-centered leadership. The developers of the Vanderbilt Assessment of Leadership in Education (VAL-ED) evaluation framework sought to create a school leader assessment tool that measures learning-centered behaviors, instead of measures that focus on the knowledge, dispositions, or personal characteristics of school leaders. In 2014 the VAL-ED, principals within a large school district in the Rocky Mountain region of the Western United States participated in the VAL-ED school leader assessment. For this study, a sample of 16 of the principals who earned the highest ratings on the VAL-ED survey responded to open-ended questions during an in-person interview, in which they described their actions and/or behaviors related to learning-centered leadership. Responses were coded utilizing attributive and axial coding methods. Principals in this study identified specific actions of school leadership related to the VAL-ED defined key processes of learning-centered principals and core components of learning-centered schools. A comparative analysis was conducted to discover if a difference existed between elementary and secondary references to the VAL-ED key processes. No notable difference between elementary and secondary was found, however, principals identified 4 themes of learning-centered leadership not directly associated with the VAL-ED processes or components. A comparative analysis of the new themes revealed differences in elementary and secondary references within two of the new themes. The findings revealed that distinguished learning-centered principals purposely exert their influence to improve student learning by being informed of the needs of their students and teachers and by understanding the school culture. They adapt to the needs of their schools and actively take measures to support and motivate teachers. Learning-centered principals understand that the way in which they can most directly influence student learning is to support and engage with their teachers because teachers have the most direct influence on students.
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Sloman-Gower, Anna. "Re-conceptualising student-centred learning." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322152.
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Gogunska, Karyna. "Étude du coût de mesure des réseaux virtualisés." Thesis, Université Côte d'Azur (ComUE), 2019. http://www.theses.fr/2019AZUR4077.
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La tendance actuelle dans le développement et le déploiement d’applications consiste à les embarquer dans des machines virtuelles ou des conteneurs. Il en résulte une combinaison de configurations de réseaux physiques et virtuels combinant des commutateurs virtuels et physiques avec des protocoles spécifiques pour créer des réseaux virtuels s'étendant sur plusieurs serveurs. Ce nouvel environnement constitue un défi lorsqu'il s'agit de mesurer et de debuguer les problèmes liés aux performances. Dans cette thèse, nous examinons le problème de la mesure du trafic dans un environnement virtuel et nous nous concentrons sur un scénario typique : des machines virtuelles interconnectées par un commutateur virtuel. Nous avons étudié le coût de la mesure en continu du trafic réseau des machines. Plus précisément, nous avons évalué le cout du partage du substrat physique entre la tâche de mesure et l’application. Nous avons dans un premier confirmé l'existence d'une corrélation négative entre la mesure et le trafic applicatif. Dans une seconde partie de la thèse, nous avons orienté notre travail vers une minimisation de l'impact des mesures en utilisant des techniques d'apprentissage automatiques en temps réel. Nous avons proposé une solution basée sur les données, capable de fournir des paramètres de surveillance optimaux pour les mesures de réseau virtuel avec un minimum d'interférence pour le trafic applicatifThe current trend in application development and deployment is to package applications within containers or virtual machines. This results in a blend of virtual and physical resources with complex network setups mixing virtual and physical switches along with specific protocols to build virtual networks spanning over several servers. While this complexity is hidden by cloud management solutions, this new environment constitutes a challenge when it comes to monitor and debug performance related issues. In this thesis, we consider the problem of measuring traffic in a virtualized environment and focus on one typical scenario, virtual machines interconnected with a virtual switch. We assess the cost of continuously measuring the network traffic of the machines. Specifically, we seek to estimate the competition that exists to access the resources (e.g., CPU) of the physical substrate between the measurement task and the application. We confirm the negative correlation of measurement within such setup and propose actions towards its minimization. Concluding on the measurement interference with virtual network, we then turn our work towards minimizing its presence in the network. We assess the capability of machine learning techniques to predict the measurement impact on the ongoing traffic between virtual machines. We propose a data-driven solution that is able to provide optimal monitoring parameters for virtual network measurements with minimum traffic interference
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Leung, Yau-chi Franklin, and 梁友智. "The University of Hong Kong, School of Professional and Continuing Education (SPACE): branch building : a lifelong learning center in Central." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985312.
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Duvenhage, C. J., and Beer K. J. De. "Research on Quality Assurance at the Regional Learning Centre Kimberley, Central University of Technology, Free State." Interim : Interdisciplinary Journal, Vol 5, Issue 1: Bloemfontein : Central University of Technology, Free State, 2006. http://hdl.handle.net/11462/413.
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Published ArticleDue to the new Higher Education landscape in South Africa, Universities of Technology will have to adapt to the changing socio-political scene on and off their campuses. This implies that public accountability is becoming the most significant vehicle of government policy and an integrated part of decision-making models. Subsequently, it also imp lies part time services to distance campuses or at regional learning centres too. In 2004, the Higher Education Quality Assurance Committee (HEQC), audited the Kimberley Regional Learning Centre of the CUT exactly according to the universal standards related to quality assurance for part time or so called distance learners. These universal concepts entail self-evaluation practices, selection approaches, efficiency and performance and of course, public accountability. In follow up reports to the HEQC what has been done to ensure better services to part time distance learners, the manager of the Regional Learning Centre and the director for distance learning launched an ongoing research project on quality assurance to find answers to problems that the HEQC audit has revealed. The following article contains the very first phase of an ongoing process to research universal standards that implies universal standards for other universities of technology as well.
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Adams, Evelyn May. "Lifelong learning and the learning culture of a college flexible learning centre." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2751.
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This study aims to address a gap in knowledge about Further Education college flexible learning centres and their contribution to lifelong learning. Flexible learning centres were established as a response to the lifelong learning agenda of the 1990s and are now in the front line in responding to government initiatives to improve employability and foster social inclusion. Their tutors work in a contested area where the boundaries between teaching and supporting learning are blurred and the learning achieved may be undervalued by the Inspectorate and college authorities. This study adopts a qualitative approach of narrative inquiry to analyse the learning culture of the Flexible Learning Centre (FLC) of Hollypark College, focusing on 15 learners’ and 2 tutors’ narratives elicited by episodic interviews. The narratives of learning biographies and work biographies of learners and tutors are explored, supplemented by quantitative data from College databases. The study evaluates the ways in which the pedagogical approach of selfdirected study with tutor support appears to be successful for predominantly mature learners wishing to acquire mainly Information Technology (IT) skills which may enhance their chances of employment or benefit them in other ways. Building on recent work on learning cultures, social capital, well-being and identity theories, the study gives a voice to these learners who are so far unheard and despite the demographic population shift to increasing numbers of older people, are not the focus of current government policy initiatives. Focus on employability which is equated with acquiring skills is seen as too narrow to encompass the wider needs met and benefits accrued by attending the FLC. The findings are that this FLC’s approach is particularly effective for older learners in general in acquiring IT skills. Those made redundant, the retired, those in work and carers who may have been out of the workforce for some time may flourish in this learning environment where mainstream courses cannot offer equivalent flexibility and opportunities to structure their own learning. The learning culture of the Flexible Learning Centre provides a space where such learners may not only acquire IT skills but may also increase their social and cultural capital while opening up new horizons for their future. Tutor/learner relationships are of key importance and the learning taking place should be re-evaluated by the Inspectorate and government alike.
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Evanshen, Pamela. "Creative Discovery Room: Quality Learning Centers." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4396.
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Evanshen, Pamela. "Creative Discovery Room: Quality Learning Centers." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4389.
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Evanshen, Pamela. "Creative Discovery Room: Quality Learning Centers." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/4394.
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Evanshen, Pamela. "Creative Discovery Room: Quality Learning Centers." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4384.
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Evanshen, Pamela. "Creative Discovery Room: Quality Learning Centers." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4386.
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Evanshen, Pamela. "Creative Discovery Room: Quality Learning Centers." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4391.
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Žvinienė, Romualda. "Tęstinio neformalaus ugdymo institucijos parengtis vykdyti mokytojų nuolatinį mokymąsi." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2005. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2005~D_20050617_114503-71639.
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The work aims at exposing the importance of constant learning of teachers under conditions of changing education, teachers' needs and how the informal lifelong in-service educational institution, called Educational Centre, meets them. The characteristics of Educational Centre and its readiness to fulfil teachers' lifelong teaching are analyzed. The conceptualism of constant learning is analyzed in this work: the concept of qualification and competence, the importance of general skills, possibility to improve them and to get them while learning constantly. Pedagogical, psychological and social presumptions of lifelong learning are discussed. In the unit on methodology of lifelong learning it is said that constant learning of the teachers is an important condition of changing education, it is cleared up what the aims of adult teaching and psychological parameters of adult education are. The teachers' constant (lifelong) learning is investigated in details. The qualitative analysis of activity of Molėtai Educational Centre and its readiness to meet the needs of teachers' constant learning are presented. At the end of the work the conclusions about teachers' lifelong learning and readiness of the Educational Centre to do it are presented. Key words: constant learning, lifelong learning, informal in-service adult education, teachers' educational centre, qualification, qualification improvement, competence, andragogics, adult teacher.