Dissertations / Theses on the topic 'Learning content management'
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Lorenz, Anja. "Kooperationsunterstützung in einem Learning Content Management System (LCMS)." Universitätsbibliothek Chemnitz, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-82022.
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Learning Content Management Systeme (LCMS) unterstützen die professionelle Erstellung, Verwaltung und Auslieferung von Lernmaterialien [BHMH02]. Die Speicherung der hierfür verarbeiteten Lerninhalte in einem zentralen Repository ermöglicht neben deren Wiederverwendung auch den Zugriff für mehrere Nutzer und somit das Zusammenführen der verschiedenen Kompetenzen, die während der Erstellung benötigt werden: Die mithilfe der Lernmaterialien zu vermittelnden Inhalte müssen nicht nur fachlich richtig, sondern auch didaktisch, gestalterisch und technisch für ein oder mehrere Zielgruppen individuell aufbereitet worden sein. Dabei reichen die Zielgruppen von verschiedenen Abteilungen bis hin zu Lernern mit verschiedenen Muttersprachen und Kulturen in international agierenden Unternehmen und Bildungseinrichtungen. Die Arbeit der Nutzer mit dem LCMS wird durch verschiedene Mechanismen und Funktionalitäten erheblich vereinfacht, ihre Zusammenarbeit untereinander blieb bisher aber weitestgehend unbeachtet. Das Promotionsvorhaben, das in Kooperation mit der chemmedia AG erfolgt, setzt an diesem Punkt an. Als Vorbild und somit zur Identifikation von Kommunikations- und Kooperationskonzepten werden Social- Software-Anwendungen herangezogen, bei denen die gemeinsame Content-Erstellung scheinbar unproblematisch stattfindet. Als methodische Klammer wird die DIN EN ISO/IEC 19796 [Deu09] herangezogen. Sie gibt einerseits die für die Analyse nötige Strukturierung der Prozesse bei der Lernangebotserstellung vor und liefert außerdem die für die Evaluation benötigten Qualitätskriterien.
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Lorenz, Anja, and Lars Fassmann. "Lernmaterialien effektiv aufbereiten und wiederverwenden." Universitätsbibliothek Chemnitz, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-82101.
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Hochwertige Schulungsmaterialien für die unternehmensinterne Weiterbildung sind ein erster wichtiger Schritt hin zu einem effektiven Wissensmanagement. Einmal erstellt, können digitale Lerninhalte immer wieder eingesetzt werden. Allerdings ist die Pflege und Anpassung an die Anforderungen verschiedener Zielgruppen und Auslieferungsformate mit herkömmlicher E-Learning-Autorensoftware sehr aufwändig. Nicht so bei serverbasierter Software – sie ermöglicht die Planung, Erstellung, Auslieferung, Verwaltung und Pflege wiederverwendbarer digitaler Lernmaterialien. Dies ist der Ausgangspunkt für eine Vielzahl individueller Weiterbildungsangebote – ohne erneuten Aufwand für die Erstellung der Lerninhalte.
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Wendeborn, Thomas, André Schneider, and Marios Karapanos. "Lernplattformen oder Content-Halden? Learning-Management-Systeme in der Schulpraxis." TUDpress, 2018. https://tud.qucosa.de/id/qucosa%3A33657.
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Lorenz, Anja, and Lars Fassmann. "Lernmaterialien effektiv aufbereiten und wiederverwenden." Büro für Medien Oliver Lehnert e.K, 2010. https://monarch.qucosa.de/id/qucosa%3A19645.
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Hochwertige Schulungsmaterialien für die unternehmensinterne Weiterbildung sind ein erster wichtiger Schritt hin zu einem effektiven Wissensmanagement. Einmal erstellt, können digitale Lerninhalte immer wieder eingesetzt werden. Allerdings ist die Pflege und Anpassung an die Anforderungen verschiedener Zielgruppen und Auslieferungsformate mit herkömmlicher E-Learning-Autorensoftware sehr aufwändig. Nicht so bei serverbasierter Software – sie ermöglicht die Planung, Erstellung, Auslieferung, Verwaltung und Pflege wiederverwendbarer digitaler Lernmaterialien. Dies ist der Ausgangspunkt für eine Vielzahl individueller Weiterbildungsangebote – ohne erneuten Aufwand für die Erstellung der Lerninhalte.
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Kavakli, Hamdi. "A Course-content Management System Development And Its Usability Test." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605405/index.pdf.
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Effectiveness and usefullness among the important factors that affect success of online learning environments. During this study, a course-content management system developed regarding effectivity and usability related concerns. One major aim of this study is to develop effective and usable system.
In this study, a course-content management system designed and developed under the light of previous researches. In the design phase, effective design strategies and characteristics of effective and usable learning systems were explored, and system was designed considering these strategies. Then, development phase applied. After system developed, usability techniques was explored, and heuristic evaluation method was choosed as a usability method to measure usability of the system.
During the study, modified version of a checklist that was prepared considering usability heuristics. Applied checklist contains total 108 questions under 13 heuristics (major usability problem). Heuristic evaluation is an expert review method. Therefore, this study should have been evaluated by experts. 8 experts enrolled in this study. All experts are either Phd or graduate students at instructional technology departments and they have enrolled in web-based studies. They investigated the usability of the course-content management system according to the usability related criterias on the checklist.
When test results were considered, a course-contentmanagement system developed during this study was found usable. Results of this study may enlighten the way of future studies.
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Sharma, Anshu. "Effective Content and Methodology of Distance Learning in Community Based Disaster Management." 京都大学 (Kyoto University), 2008. http://hdl.handle.net/2433/123775.
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Garg, Anubha. "SCORM based learning management system for online training." Kansas State University, 2012. http://hdl.handle.net/2097/14627.
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Master of ScienceDepartment of Computing and Information Sciences
Mitchell Neilsen
The Biosecurity Research Institute (BRI) facility at Kansas State University is a huge biocontainment facility to conduct research on infectious diseases that pose a threat to plant, animal and human health. The BRI Training and Education Program is currently offline; i.e., classroom sessions are taken to provide this training and education. The objective behind taking up this project was to move the entire training and education module of Biosecurity Research Institute online, instead of having a classroom session for each training course, with an subject matter expert (SME) to come and take the training session. The aim is to develop an online training system which is synchronized with the information in the BRI Research Project Database. The employees will only have to login to the website, scroll through the list of courses they are enrolled in, take the courses, write the assignments/quizzes assigned to the course and then submit the quizzes. They can also self-enroll themselves into courses, if they are given the permission to do so. The SME’s of the courses can create new courses, upload the course materials, enroll users into the courses, and assign deadlines to course completion. Once the student submits the course quiz or assignments, the SME’s can grade the quiz, assign a final grade to the students, and give feedback on their performance. They can even reassign the course in case of poor performance by the student. The administrators of the website can assign roles to different personnel, give permissions according to need and requirement, add/delete courses, and change the appearance of the website. The project is to be done using a Learning Management System called Moodle. Moodle (Modular Object Oriented Dynamic Learning Environment) is an online learning management system designed to allow interaction between teachers and students. The back-end database used is SQL Server 2008 R2 and additional tools used are Adobe Presenter (with Microsoft Power Point 2010) to create the courses in SCORM format.
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Lorenz, Anja. "Rückführung von User Generated Content in Lernmaterialien." Universitätsbibliothek Chemnitz, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-82007.
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Lerncontentmodelle beschreiben den modularen Aufbau von Lernmaterialien auf verschiedenen Komplexitätsebenen von Assets bis hin zu fertigen Kursmaterialien. In Autorenwerkzeugen wird diese Untergliederung oft unterstützt, bspw. durch Mediendatenbanken, modularisierte Inhaltsstrukturen oder pädagogische Metadaten zum unterstützten Lernszenario. User Generated Content in Social-Software-Anwendungen entsteht nicht auf diesem strukturierten Weg, sondern spontan und abhängig von den bereitgestellten Funktionen. Der Beitrag zeigt, dass sie sich aber weiterhin bezüglich ihrer Abhängigkeit vom Lernkontext klassifizieren lassen. Als Abstufungen ergeben sich Assets, Informations- und Lernobjekte, zielgruppenbasierte Zusammenstellungen und Kursunterlagen. Damit soll einerseits eine taxonomische Grundlage geschaffen werden, um User Generated Content als Lernmaterialien einzuordnen, es ist aber vornehmlich ein erster Schritt hin zur deren systematischer Re-Integration in institutionelle Lernmaterialien.
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Ring, Welf [Verfasser], Karl [Akademischer Betreuer] Wilbers, and Karl [Gutachter] Wilbers. "Agile Content-Entwicklung im Corporate E-Learning / Welf Ring ; Gutachter: Karl Wilbers ; Betreuer: Karl Wilbers." Erlangen : Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU), 2018. http://d-nb.info/1172972451/34.
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Neumann, Jörg, Jens Schulz, Anja Lorenz, Mike Halbauer, and Christian Meier. "mobileTUD – der lange Weg zum „mobilen Ruhm“." Universitätsbibliothek Chemnitz, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-82113.
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The article considers three main aspects of developing mobile learning for serious learning scenarios at universities and further educational training sectors. The first is about getting in touch with mobile learning in general and analysing actual e-learning-systems at the Technische Universität Dresden. The second aspect focuses on micro learning as a potential didactical approach. Having a look on prototyping pitfalls and problems will complete the introduction. For discussing the presented issues concerning technical, didactical, learning and teaching problems there will be a workshop session with three round tables using the worldcafé method.
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Qu, Changtao. "Towards the standard-oriented E-learning an RDF-based E-learning content management P2P infrastructure and some enabling technologies /." [S.l. : s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=973162244.
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Corradini, Ryan Arthur. "A Hybrid System for Glossary Generation of Feature Film Content for Language Learning." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2238.
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This report introduces a suite of command-line tools created to assist content developers with the creation of rich supplementary material to use in conjunction with feature films and other video assets in language teaching. The tools are intended to leverage open-source corpora and software (the OPUS OpenSubs corpus and the Moses statistical machine translation system, respectively), but are written in a modular fashion so that other resources could be leveraged in their place. The completed tool suite facilitates three main tasks, which together constitute this project. First, several scripts created for use in preparing linguistic data for the system are discussed. Next, a set of scripts are described that together leverage the strengths of both terminology management and statistical machine translation to provide candidate translation entries for terms of interest. Finally, a tool chain and methodology are given for enriching the terminological data store based on the output of the machine translation process, thereby enabling greater accuracy and efficiency with each subsequent application.
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BROWN, Justin, and j. brown@ecu edu au. "An exploration of student performance, utilization, and attitude to the use of a controlled content sequencing web based learning environment." Edith Cowan University. Computing, Health And Science: School Of, 2005. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0035.html.
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Lorenz, Anja. "Rückführung von User Generated Content in Lernmaterialien: Ein Klassifikationsschema zur Bewertung des Lernkontextes." Gesellschaft für Information (GI), 2011. https://monarch.qucosa.de/id/qucosa%3A19635.
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Lerncontentmodelle beschreiben den modularen Aufbau von Lernmaterialien auf verschiedenen Komplexitätsebenen von Assets bis hin zu fertigen Kursmaterialien. In Autorenwerkzeugen wird diese Untergliederung oft unterstützt, bspw. durch Mediendatenbanken, modularisierte Inhaltsstrukturen oder pädagogische Metadaten zum unterstützten Lernszenario. User Generated Content in Social-Software-Anwendungen entsteht nicht auf diesem strukturierten Weg, sondern spontan und abhängig von den bereitgestellten Funktionen. Der Beitrag zeigt, dass sie sich aber weiterhin bezüglich ihrer Abhängigkeit vom Lernkontext klassifizieren lassen. Als Abstufungen ergeben sich Assets, Informations- und Lernobjekte, zielgruppenbasierte Zusammenstellungen und Kursunterlagen. Damit soll einerseits eine taxonomische Grundlage geschaffen werden, um User Generated Content als Lernmaterialien einzuordnen, es ist aber vornehmlich ein erster Schritt hin zur deren systematischer Re-Integration in institutionelle Lernmaterialien.
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Neumann, Jörg, Jens Schulz, Anja Lorenz, Mike Halbauer, and Christian Meier. "mobileTUD – der lange Weg zum „mobilen Ruhm“." London Mobile Learning Group, 2011. https://monarch.qucosa.de/id/qucosa%3A19646.
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The article considers three main aspects of developing mobile learning for serious learning scenarios at universities and further educational training sectors. The first is about getting in touch with mobile learning in general and analysing actual e-learning-systems at the Technische Universität Dresden. The second aspect focuses on micro learning as a potential didactical approach. Having a look on prototyping pitfalls and problems will complete the introduction. For discussing the presented issues concerning technical, didactical, learning and teaching problems there will be a workshop session with three round tables using the worldcafé method.
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Brown, Justin A. "An exploration of student performance, utilization, and attitude to the use of a controlled content sequencing web based learning environment." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/106.
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Universities, traditionally places of teaching and research, have seen and are continuing to see radical changes occur in the area of teaching and the methods of teaching delivery. The World Wide Web, or ‘Web’ has begun to subsume the classroom as the preferred means by which students access their tertiary learning materials, and ultimately, how academic staff deliver those materials. The delivery of learning via the Web takes many forms and is generically, and usually inaccurately, referred to by such names as e-learning, online learning, web-based training and web based education, using such technologies as virtual learning environments, learning management systems and learning content management systems. This study focuses specifically on the delivery of electronic learning materials in the support of both inclass and online teaching.
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Johnson, Cary Ann. "Holding Hands and Drying Tears: Effectiveness of Student Employees in Promoting a Successful LMS Implementation." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4365.
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Two-thirds of higher education institutions are either currently involved in the process of or will soon begin to review their learning management system strategy (Green, 2012). Transitioning from one LMS to another is an endeavor that utilizes the entire institution and requires a great deal of strategic planning and cooperation. The literature described the involvement of instructional designers and technology support as key players in this transition process over a period of parallel time. When BYU transitioned from Blackboard to Learning Suite, a team of student employees managed the majority of the change. While there was very little time when Blackboard and Learning Suite ran in parallel, these employees provided support to faculty across the university. Data for this research included interviews with five faculty consultants who worked closely with faculty on the design of their courses and nine faculty members who used the student employees throughout the process along with survey data and the database kept to track interactions with the faculty members. Interview data were analyzed using a Spradley (1979) analysis. Descriptive statistics were used to analyze the survey and interaction data. Major findings suggested that the student employees were the critical component for helping smooth the transition. They were used extensively by the faculty members and logged over 41,000 points of contact over a period one year and four months. The student employees provided side-by-side help to resolve faculty concerns and answer questions. This team added capacity and tool knowledge that supported both faculty members and the consultants.
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Ramos, Cláudio Manuel Frade. "Gestão documental no âmbito do projecto myAprenderNanet." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/15587.
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Na sociedade actual é gerada uma enorme quantidade de informação, que é traduzida em documentos. Desta forma, a gestão documental tornou-se uma necessidade real e crucial para as organizações. A área da gestão documental estuda e implementa soluções para uma gestão estruturada desses documentos.
O projecto onde está inserida esta dissertação tem como objectivo o desenvolvimento de uma ferramenta de autor em formato de aplicação web para a área do e-learning. Essa aplicação requereu o desenho e implementação de um módulo de gestão documental, descrito nesta dissertação, que se focou em dois temas: a gestão dos objectos de aprendizagem carregados para a aplicação e a importação de apresentações powerpoint para os cursos da aplicação.
Para responder a estas necessidades foi necessário aprofundar o conceito de gestão documental, seleccionar e integrar uma plataforma de gestão de conteúdo na arquitectura da aplicação, assim como compreender e interpretar o formato das apresentações PowerPoint; ABSTRACT:In the actual society an enormous amount of information is generated, which is translated into documents. Due to this fact, the content management has become a real and crucial need for organizations. The content management field studies and implements solutions for a structured management of these documents.
The project where this dissertation is inserted has as aim the development of an authoring tool in the format of a web application for e-learning. This application required the development and implementation of a content management component, described in this dissertation. This component was focused in two themes: the management of learning objects uploaded to the application and the import of powerpoint presentations to the application courses.
To answer these needs it was necessary to develop the concept of content management, select and integrate a content management system into the application’s architecture, as well as learn and interpret the powerpoint presentations format.
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Lee, Ji Eun. "Examining the Effects of Discussion Strategies and Learner Interactions on Performance in Online Introductory Mathematics Courses: An Application of Learning Analytics." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7583.
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This dissertation study explored: 1) instructors’ use of discussion strategies that enhance meaningful learner interactions in online discussions and student performance, and 2) learners’ interaction patterns in online discussions that lead to better student performance in online introductory mathematics courses. In particular, the study applied a set of data mining techniques to a large-scale dataset automatically collected by the Canvas Learning Management System (LMS) for five consecutive years at a public university in the U.S., which included 2,869 students enrolled in 72 courses.
First, the study found that the courses that posted more open-ended prompts, evaluated students’ discussion messages posted by students, used focused discussion settings (i.e., allowing a single response and replies to that response), and provided more elaborated feedback had higher students final grades than those which did not. Second, the results showed the instructors’ use of discussion strategies (discussion structures) influenced the quantity (volume of discussion), the breadth (distribution of participation throughout the discussion), and the quality of learner interactions (levels of knowledge construction) in online discussions. Lastly, the results also revealed that the students’ messages related to allocentric elaboration (i.e., taking other peers’ contributions in argumentive or evaluative ways) and application (i.e., application of new knowledge) showed the highest predictive value for their course performance.
The findings from this study suggest that it is important to provide opportunities for learners to freely discuss course content, rather than creating a discussion task related to producing a correct answer, in introductory mathematics courses. Other findings reported in the study can also serve as guidance for instructors or instructional designers on how to design better online mathematics courses.
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Stevenson, Jackie M. "Development of a Test Blueprint for a Hospitality Management Capstone Course to Measure Programmatic Student Learning Outcomes." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28481/.
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The purpose of this study was to develop a test blue-print for a hospitality management capstone course to measure programmatic student learning outcomes. A total of 50 hospitality industry professionals and hospitality management faculty were interviewed through focus group discussions, and a post-focus group survey was conducted to determine a weighted percentage for each of the nine determined content domains. A test blueprint was developed from the weighted proportions determined by this study and a process by which other educational institutions could follow to establish a consistent and accurate evaluation method for a capstone course was described.
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Urbansky, Stefan. "Integrierter Ansatz zur systemunabhängigen Wiederverwendung von Lerninhalten." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2005. http://nbn-resolving.de/urn:nbn:de:swb:14-1115026139649-46736.
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Die Erstellung von Lerninhalten ist einer der wichtigsten Prozesse im E-Learning. Die vorliegende Arbeit zeigt einen Ansatz zur Wiederverwendung von Lerninhalten der zum einen die Kosten des Erstellungsprozesses verringern kann und zum anderen effektive Methoden zur Verwaltung aufzeigt. Basis des Ansatzes ist ein vierstufiges Content-Modell (Assets, Lernmaterialien, Lernmodule und Veranstaltungen), welches die Lerninhalte anhand der Granularität aufteilt. Dieses Modell berücksichtigt dabei aktuelle E-Learning-Standards bezüglich der Inhalte und der Metadaten, wodurch eine systemunabhängige Wiederverwendung möglich ist. Zur Verarbeitung von generischen Repräsentationen, wie Materialien im XML-Format, wurde das Konzept der Templates aufgegriffen und um die so genannten Content-Varianten erweitert. Diese ermöglichen die Präsentation von verschiedenen Ausprägungen der Materialien, beispielsweise bezüglich des Ausgabeformates, der Sprache, des Schwierigkeitsgrades von Aufgaben oder der Version. In der Arbeit wird weiterhin ein entsprechendes Konzept zur Systementwicklung einer Lernplattform aufgezeigt. Dieses ist insbesondere durch die Aufteilung in verschiedene Teilsysteme gekennzeichnet, welche eine flexible Konfiguration und Platzierung anhand der Anforderungen an die Wiederverwendung ermöglichtThe preparation of learning content is one of the most important process in E-Learning. This thesis shows an approach to reuse learning content. On the one hand the costs of the creation process can be reduced and on the other hand effective methods for administration are pointed out. Starting point of the approach is a four-level content model (assets, learning materials, learning modules and seminars), which divides learning contents on the basis of granularity. This model considers thereby current E-Learning-standards concerning content and metadata, whereby an open reuse is possible. For the processing of generic representations, like materials in the XML format, the concept of the Templates was taken up and extended by the content variants. These make the presentation of different developments of the materials possible, for example concerning the output format, the language, the degree of difficulty of tasks or the version. Further this thesis pointed out an appropriate concept for the system development of a learning platform. This is in particular characterized by the partitioning into different subsystems, which makes possible a flexible configuration and placement concerning to the requirements to the reuse
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Zacharopoulos, Ilias Z., and Mohammad B. Kohistany. "Utility and applicability of the sharable content object reference model (SCORM) within Navy higher education." Thesis, Monterey, California. Naval Postgraduate School, 2004. http://hdl.handle.net/10945/1558.
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Approved for public release, distribution is unlimitedThis thesis critically analyzes the Sharable Content Object Reference Model (SCORM) within higher education and examines SCORM's limitations within a realistic application environment versus within a theoretical/conceptual platform. The thesis also examines environments better suited for implementation of SCORM technology. In addressing the research questions, it was discovered that from the current standards set forth by Advanced Distributed Learning (ADL), SCORM is not well suited for higher education. SCORM technology will prove of greater utility within the Navy Training environment than in higher education. In their effort to share information, higher education institutions would benefit more from a Content Management System in conjunction with a Learning Management System. Subsequent chapters addressed the limitations of SCORM, provided a comparison of the applicability of SCORM within the separate domains of naval Education and Training, and provided a prototype of a Content Management System for institutions of higher learning.
Lieutenant Commander, Hellenic Navy
Lieutenant, United States Naval Reserve
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Urbansky, Stefan. "Integrierter Ansatz zur systemunabhängigen Wiederverwendung von Lerninhalten." Doctoral thesis, Technische Universität Dresden, 2004. https://tud.qucosa.de/id/qucosa%3A24486.
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Die Erstellung von Lerninhalten ist einer der wichtigsten Prozesse im E-Learning. Die vorliegende Arbeit zeigt einen Ansatz zur Wiederverwendung von Lerninhalten der zum einen die Kosten des Erstellungsprozesses verringern kann und zum anderen effektive Methoden zur Verwaltung aufzeigt. Basis des Ansatzes ist ein vierstufiges Content-Modell (Assets, Lernmaterialien, Lernmodule und Veranstaltungen), welches die Lerninhalte anhand der Granularität aufteilt. Dieses Modell berücksichtigt dabei aktuelle E-Learning-Standards bezüglich der Inhalte und der Metadaten, wodurch eine systemunabhängige Wiederverwendung möglich ist. Zur Verarbeitung von generischen Repräsentationen, wie Materialien im XML-Format, wurde das Konzept der Templates aufgegriffen und um die so genannten Content-Varianten erweitert. Diese ermöglichen die Präsentation von verschiedenen Ausprägungen der Materialien, beispielsweise bezüglich des Ausgabeformates, der Sprache, des Schwierigkeitsgrades von Aufgaben oder der Version. In der Arbeit wird weiterhin ein entsprechendes Konzept zur Systementwicklung einer Lernplattform aufgezeigt. Dieses ist insbesondere durch die Aufteilung in verschiedene Teilsysteme gekennzeichnet, welche eine flexible Konfiguration und Platzierung anhand der Anforderungen an die Wiederverwendung ermöglicht.The preparation of learning content is one of the most important process in E-Learning. This thesis shows an approach to reuse learning content. On the one hand the costs of the creation process can be reduced and on the other hand effective methods for administration are pointed out. Starting point of the approach is a four-level content model (assets, learning materials, learning modules and seminars), which divides learning contents on the basis of granularity. This model considers thereby current E-Learning-standards concerning content and metadata, whereby an open reuse is possible. For the processing of generic representations, like materials in the XML format, the concept of the Templates was taken up and extended by the content variants. These make the presentation of different developments of the materials possible, for example concerning the output format, the language, the degree of difficulty of tasks or the version. Further this thesis pointed out an appropriate concept for the system development of a learning platform. This is in particular characterized by the partitioning into different subsystems, which makes possible a flexible configuration and placement concerning to the requirements to the reuse.
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Sharma, Adhikari Ashok, and Zuhair Haroon Khan. "Wiki for Global Knowledge Management in Distributed Software Development Process." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-28268.
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Problem Area/ Purpose The purpose of this research is to study how geographically scattered employees learn and create new knowledge with the help of wiki tool in distributed software development process. We aim to analyze how wiki supports four modes of knowledge conversion process model and how wiki helps in solving the complex problem in virtual organization learning. Research Methodology In this research qualitative interview study was used. We have conducted the interview with eight developers and experts in the company. Nonaka and Takeuchi (1995) knowledge conversion model was used while conducting the interview with developers. Similarly, in this research same knowledge conversion model was used for interpreting the answers that we got from the developers and experts. Findings/Conclusion Wiki as a knowledge management tool is possible for providing effective as well as efficient communication as per necessity of knowledge requirement in distributed software organization. The use of wiki in the organization for the virtual learning is really beneficial for knowledge creation, solving the complex problem and obtaining the useful effect on virtual team. Some drawbacks were also seen by the expert and developers in using wiki. Those drawbacks were all about genuineness, authenticity, accuracy, trustworthy and uniqueness of knowledge content. Research Limitation & Delimitations Due to geographically dispersed location of research sites, we faced difficulty to gather information related to company documents, reports and contextual information of organization. We conducted this research in the offices of Pakistan and office in USA. Outcomes The research that we have conducted showed that the developers in Software Company can share knowledge and also can learn through different modes of knowledge conversion model. This research also showed that developers are using the wiki tool for creating new knowledge as well as solving complex problem. This research helps in showing the benefit for other company and motivates the virtual organizations for implementing the use of wiki for different purposes.
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Abdullah, Umar. "Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572.
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Emmungil, Levent. "Effect Of Constructed Web-supported Instruction On Achievement Related To Educational Statistics." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610915/index.pdf.
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The purpose of this study is to investigate the effect of web supported statistics education environment for graduate level students. The aim was to develop a web support system to ease the graduate students'understanding of statistical concepts. This study also examined the perceptions of the students about web supported instruction. Although there are some studies conducted about technology aided statistics education, they are insufficient in the amount according to other areas. Besides these few studies were conducted mainly among lower grades. There is a need to find out and overcome students&rsquo
learning difficulties about statistical concepts in graduate levels. The intention of the study was to construct a web support system for traditionally offered Educational Statistics course in order to decrease both instructor and students efforts to communicate, present, reach and use the resources. The subjects of the study were 21 graduate students of Educational Statistics course offered. None of the subjects was offered an on-line course before. The study used both quantitative and qualitative measurements to analyze the effectiveness of the site and perceptions of the users. The results of the study indicated that there was an improvement in students&rsquo
achievement related to educational statistics through web supported instruction. Besides, the perceptions of the students were collected with interview questions about the functions and usability of the system. The highly positive perceptions of the students showed that, it is necessary for the students to have such a course support system. The framework was developed not only support for traditionally offered courses, but also support for lifelong learning processes. The researcher believed that the study revealed the most realistic usage pattern of a course support system. The results can be used by the instructors in order to offer the best web support system with minimum effort. Moreover, the proposed system can be used in any learning content management systems without the need for technical knowledge.
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Djupfeldt, Petter. "Dr. Polopoly - IntelligentSystem Monitoring : An Experimental and Comparative Study ofMultilayer Perceptrons and Random Forests ForError Diagnosis In A Network of Servers." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-191557.
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This thesis explores the potential of using machine learning to superviseand diagnose a computer system by comparing how Multilayer Perceptron(MLP) and Random Forest (RF) perform at this task in a controlledenvironment. The base of comparison is primarily how accurate theyare in their predictions, but some thought is given to how cost effectivethey are regarding time. The specific system used is a content management system (CMS)called Polopoly. The thesis details how training samples were collectedby inserting Java proxys into the Polopoly system in order to time theinter-server method calls. Errors in the system were simulated by limitingindividual server’s bandwith, and a normal use case was simulatedthrough the use of a tool called Grinder. The thesis then delves into the setup of the two algorithms andhow the parameters were decided upon, before comparing their finalimplementations based on their accuracy. The accuracy is noted to bepoor, with both being correct roughly 20% of the time, but discussesif there could still be a use case for the algorithms with this level ofaccuracy. Finally, the thesis concludes that there is no significant difference(p 0.05) in the MLP and RF accuracies, and in the end suggeststhat future work should focus either on comparing the algorithms or ontrying to improve the diagnosing of errors in Polopoly.Denna uppsats utforskar potentialen i att använda maskininlärning föratt övervaka och diagnostisera ett datorsystem genom att jämföra hureffektivt Multilayer Perceptron (MLP) respektive Random Forest (RF)gör detta i en kontrollerad miljö. Grunden för jämförelsen är främst hurträffsäkra MLP och RF är i sina klassifieringar, men viss tanke ges ocksååt hur kostnadseffektiva de är med hänseende till tid. Systemet som används är ett “content management system” (CMS)vid namn Polopoly. Uppsatsen beskriver hur träningsdatan samlades invia Java proxys, som injicerades i Polopoly systemet för att mäta hurlång tid metodanrop mellan servrarna tar. Fel i systemet simulerades genomatt begränsa enskilda servrars bandbredd, och normalt användandesimulerades med verktyget Grinder. Uppsatsen går sedan in på hur de två algoritmerna användes ochhur deras parametrar sattes, innan den fortsätter med att jämföra detvå slutgiltiga implementationerna baserat på deras träffsäkerhet. Detnoteras att träffsäkerheten är undermålig; både MLP:n och RF:n gissarrätt i ca 20% av fallen. En diskussion förs om det ändå finns en användningför algoritmerna med denna nivå av träffsäkerhet. Slutsatsen drasatt det inte finns någon signifikant skillnad (p 0.05) mellan MLP:nsoch RF:ns träffsäkerhet, och avslutningsvis så föreslås det att framtidaarbete borde fokusera antingen på att jämföra de två algoritmerna ellerpå att försöka förbättra feldiagnosiseringen i Polopoly.
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Rihani, Mohamad-Al-Fadl. "Management of Dynamic Reconfiguration in a Wireless Digital Communication Context." Thesis, Rennes, INSA, 2018. http://www.theses.fr/2018ISAR0030/document.
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Aujourd'hui, les appareils sans fil disposent généralement de plusieurs technologies d'accès radio (LTE, WiFi,WiMax, ...) pour gérer une grande variété de normes ou de technologies. Ces appareils doivent être suffisamment intelligents et autonomes pour atteindre un niveau de performance donné ou sélectionne automatiquement la meilleure technologie sans fil disponible en fonction de la disponibilité des normes. Du point de vue matériel, les périphériques System on Chip (SoC) intègrent des processeurs et des structures logiques FPGA sur la même puce avec une interconnexion rapide. Cela permet de concevoir des systèmes logiciels / matériels et de mettre en oeuvre de nouvelles techniques et méthodologies qui améliorent considérablement les performances des systèmes de communication. Dans ces dispositifs, la reconfiguration partielle dynamique (DPR) constitue une technique bien connue pour reconfigurer seulement une zone spécifique dans le FPGA tandis que d'autres parties continuent à fonctionner indépendamment. Pour évaluer quand il est avantageux d'effectuer un DPR, des techniques adaptatives ont été proposées. Ils consistent à reconfigurer automatiquement des parties du système en fonction de paramètres spécifiques. Dans cette thèse, un système de communication sans fil intelligent visant à implémenter un émetteur OFDM adaptatif et à effectuer un transfert vertical dans des réseaux hétérogènes est présenté. Une couche physique unifiée pour les réseaux WiFi-WiMax est également proposée. Un algorithme de transfert vertical intelligent (VHA) basé sur les réseaux neuronaux (NN) a été proposé pour sélectionner le meilleur standard sans fil disponible dans un réseau hétérogène. Le système a été implémenté et testé sur un ZedBoard équipé d'un Xilinx Zynq-7000-SoC. La performance du système est décrite et des résultats de simulation sont présentés afin de valider l'architecture proposée. Des mesures de puissance en temps réel ont été appliquées pour calculer l'énergie de surcharge pour l'opération de RP. De plus, des démonstrations ont été effectuées pour tester et valider le système mis en placeToday, wireless devices generally feature multiple radio access technologies (LTE, WiFi, WiMax, ...) to handle a rich variety of standards or technologies. These devices should be intelligent and autonomous enough in order to either reach a given level of performance or automatically select the best available wireless standard. On the hardware side, System on Chip (SoC) devices integrate processors and FPGA logic fabrics on the same chip with fast inter-connection. This allows designing Software/Hardware systems. In these devices, Dynamic Partial Reconfiguration (DPR) constitutes a well-known technique for reconfiguring only a specific area within the FPGA while other parts continue to operate independently. To evaluate when it is advantageous to perform DPR, adaptive techniques have been proposed. They consist in reconfiguring parts of the system automatically according to specific parameters. In this thesis, an intelligent wireless communication system aiming at implementing an adaptive OFDM based transmitter is presented. An unified physical layer for WiFi-WiMax networks is also proposed. An intelligent Vertical Handover Algorithm (VHA) based on Neural Networks (NN) was proposed to select best available wireless standard in heterogeneous network. The system was implemented and tested on a ZedBoard which features a Xilinx Zynq-7000-SoC. The performance of the system is described and simulation results are presented in order to validate the proposed architecture. Real time power measurements have been applied to compute the overhead power for the PR operation. In addition demonstrations have been performed to test and validate the implemented system
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Latifi, Fariba. "Management learning in national context : an extension of Mintzberg's theory of managerial roles, and a survey of management learning needs in Iran." Thesis, Henley Business School, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284491.
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Olivier, Vanessa. "Managing mobile learning in a higher education environment / Olivier V." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7297.
Full textAbstract:
The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning)
in order to achieve the primary objective of the study which is to develop a general
framework to implement and manage mobile technologies in a higher education
environment.
The focus of the literature study was to research the state of mobile technologies and their
relevance to teaching and learning. The literature study investigate the implications of mobile
technologies for students, lecturers and thus for the institution and provided an overview of
frameworks found in literature with the emphasis on the management of m–learning within
the higher education institution.
M–learning is part of a new mobile conception of society, with the mobility of the
technologies impacting on the mobility of the students, the lecturers and ultimately on the
mobility of higher education. Literature suggests that, while m–learning is proving to be
innovative, the factors that most strongly impact on the ultimate success or failure of mlearning
will depend on human factors, the balancing of technological ideals and
pedagogical imperatives, and the successful management of the interface between human
educational systems and technology systems. The proposed general framework focuses
on addressing key issues related to m–learning from the perspective of the student, the
lecturer and thus the institution. In order to remain competitive higher education needs to be
diligent in maintaining the complex technology infrastructure that supports a thriving
mobile culture that will meet and exceed the expectations of both lecturers and students.
The empirical research conducted had as objectives to investigate the mobile technology
assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile
technology that they own and to investigate the respondent's attitude towards mobile
technologies. A survey was designed and distributed to a sampling of the academic staff
and students of the North–West University (NWU) in South Africa, specifically the
Potchefstroom Campus.
There is ample proof from the empirical study that there is a gap with regard to the level of
accessibility, usage, and attitude with regards to the different interest groups in the higher
education environment. Higher education institutions should invest in investigating these
gaps further and in leveraging off the benefits of the effective management of these
technologies to improve teaching and learning.
The final chapter concludes with a summary of the secondary objectives researched in the
literature (Chapter two) and empirical research (Chapter three) chapters in order to support
recommendations towards the primary objective of this study. The rapid pace of adoption
and advancement of mobile technologies creates opportunities for new and innovative
services provided through such mobile devices. Higher education finds itself in the early
innings of the mobile Internet pulling both lecturers and students towards the same place:
smaller, faster, cheaper devices working together in a web of connectivity.
Recommendations were made in this final chapter on how higher education institutions can
leverage the benefits of the effective management of mobile technologies to improve
teaching and learning. M–learning has the potential to increase the capacity of higher
education through improving efficiency and productivity of teaching and learning. Mlearning
could address challenges related to quality of teaching such as continuous
professional training, lifelong upgrading, connecting with academics worldwide and
communicating effectively with students. Higher education is discovering the potential of mlearning
to promote student engagement and improving the quality of learning.
Management of higher education institutions and systems, management of policymaking
including storage and analysis of data, construction and assessment of policy scenarios, and
tracer studies or academic tracking systems can be improved through the use of m–learning.
Mobile technologies will continue to increasingly become an integral part of students' and
lecturers' private and day to day lives and m–learning will be integral in educational content
delivery. Additional research is required to study the effective and optimal implementation of
m–learning. A better understanding of the benefits and leverage thereof is required and
additional research should provide answers to these questions.Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.
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Al, Kurdi Osama F. "Knowledge-sharing management in the context of higher education institutions." Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/16202.
Full textAbstract:
Competitive advantage does not depend solely on the creation and storage of existing and new knowledge. Rather, it requires sustained exploitation and production. The challenge becomes driven towards maintaining some mechanisms to help in producing new, and sharing existing knowledge. Harnessing the power of managing and sharing knowledge enabled companies like Apple and IBM to gain competitive advantage over their competitors. While such challenges have been closely examined in the extant literature, the context of knowledge management and sharing in higher education institutions (HEI) has only been lightly considered. However, considering the highly unique features of HEIs context in terms of autonomy, climate, distinct leadership and role of academics as knowledge workers, it can be argued that examining knowledge-sharing in the context of higher education is greatly needed. The literature has shown fragmented nature of examining academics' KS determinants in contemporary research. Thus, the need to comprehensively examine those influencers is essential. This thesis seeks to address the research gaps and contribute to the literature by asking What antecedents influence the process of knowledge-sharing (KS) between academics in HEIs, and how can the process of KS in HEIs be improved? Through the use of a quantitative research methodology, the research has developed eleven hypotheses to investigate the above-mentioned question. The findings in this study revealed to a very great extent that academics themselves can contribute towards influencing knowledge production and management, and determine the levels to which the universities will be able to share knowledge internally. The research reveals that organizational factors (affiliation, innovativeness, fairness represented by organizational climate and HEI leadership) were stronger predictors of academics' knowledge-sharing than individual (perceived loss of knowledge power, knowledge self-efficacy, perceived reciprocal benefits and trust) or technological ones.
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Salmon, Gillian Kay. "On-line training for computer mediated conferencing : an action research study in a distance management tutoring context." Thesis, Open University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481521.
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Hesketh, Janet. "A management studies curriculum for free thought in a changing South African context : learning from a unique experience." Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/843767/.
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This work is located in the unique context of the newly democratised South Africa of 1997 and comprises two phases reflecting its beginning as a Masters project and Its development into a doctoral study. It seeks to answer the research question: Can we improve the learning opportunities for South African Management Studies students from African cultures and restrictive economic and schooling backgrounds, by providing them with a curriculum that promoted free thought? The purpose of the first phase of this work was to evaluate an experience-based curriculum that was learner-centred. It aimed to meet the needs of the 'whole student' and to give the students opportunity to think freely and to achieve their potential. The evaluation, incorporating qualitative and quantitative data, formed the basis of a single case study: it explored the course's effectiveness in providing learning conditions that could promote students' personal, academic and intellectual growth from their first year of study. The purpose of the second phase was to problematise the case study, reflecting on it in the light of subsequent experience and research. This involved an exploration of the value of experience-based learning; the likelihood of the conclusions' replication, particularly within the faculty; the prospects for wider application of the case studied. The thesis argues that experiential learning helped this group of students perform better academically than their compatriots whose learning experience was limited to a traditional university approach, suggesting that the conditions under which teaching and learning occur affect the outcome. The concept of problem-based learning was found to provide an inadequate theoretical framework since its Western cultural underpinnings are foreign to the African culture and did not provide opportunities for 'whole student' independent thought. Since this thesis is based on a unique case study the conclusions cannot be generalisable although they are considerably strengthened in the light of students continuing to perform better over the next five years. Unless universities themselves change their approach to teaching and learning, however, it is suggested that it would be difficult to replicate these findings more broadly.
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Bull, Richard James. "Social Learning, Citizenship and the Role of Public Involvement: A Waste and Resources Management Context." Thesis, University of Birmingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499504.
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Koseler, Refika. "Multi-dimensional Evaluation Of E-learning Systems In The Higher Education Context: Empirical Investigations." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610713/index.pdf.
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There has been little research on assessment of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments. This study proposes a conceptual e-learning assessment model, HELAM (Hexagonal e-Learning Assessment Model) suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) information (content) quality, (4) learner perspective, (5) instructor quality, and (6) supportive issues. A survey instrument based on HELAM has been developed and applied to 374 learners. This sample consists of students at both undergraduate and graduate levels who are users of a web-based learning management system, U-Link, at Brunel University, UK and NetClass LMS at METU, Turkey. The survey instrument has been tested for content validity, reliability, and criterion-based predictive validity. The explanatory factor analysis shows that each of the six dimensions of the proposed model had a significant effect on the learners‟
perceived satisfaction. Confirmatory factor analyses used to assess the number of factors and the loadings of variables. The results of confirmatory factor analyses were overlapped with the proposed model. Structural Equation Modeling (SEM) statistical analysis was used to validate the research model. The analytical results strongly support the appropriateness of the proposed model in evaluating LMSs through learners&
#8223
satisfaction. Additionally, individual case results were presented with descriptive statistics, Pearson&
#8223
s Product Correlations outputs. Findings of this research will be valuable for both academics and practitioners of e-learning systems. The presented statistical results highlighted the importance of supposing a multidimensional analytical approach for e-learning system success evaluation. The proposed model provided several implications for e-learning effectiveness evaluation.
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RoldaÌn, Roberto Ernesto Villaseñor. "Management learning in the context of Mexican micro, small and medium-sized enterprises (MSMEs) : an exploratory study." Thesis, University of Hull, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412485.
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Abdelgawad, Sondos Galmal Eldin Sobhy. "Entrepreneurial Capability: Examining Opportunity Pursuit in Multiple Contexts." Doctoral thesis, Universitat Ramon Llull, 2013. http://hdl.handle.net/10803/117484.
Full textAbstract:
El paisatge competitiu ràpid i canviant ha desafiat les empreses a tornar-se més emprenedores. En comptes de caure a la trampa de les forces sempre canviants del mercat, algunes empreses mostres una gran agilitat, ja que llancen incansablement nous productes, serveis i processos. Aquestes empreses estan impulsades per una recerca continuada d’oportunitats que aportin un ús millor i més profitós dels seus recursos. L’habilitat d’orquestrar els recursos d’una empresa i la capacitat per crear oportunitats són el tema d’aquesta tesi. Aquesta habilitat, que he denominat “capacitat emprenedora” (CE), es defineix com la capacitat total d’una empresa per fer servir els recursos interns i externs amb l’objectiu de perseguir oportunitats de manera continuada. Per això, la finalitat d’aquesta tesi és proporcionar una comprensió minuciosa de la CE i analitzar-ne la variabilitat en cinc contextos diferents.
Estudiar la CE permet examinar l’emprenedoria a escala d’empresa mitjançant l’aplicació d’una perspectiva de capacitat, que se centra en l’orquestració que fan les empreses dels seus recursos i de les seves capacitats per desenvolupar oportunitats. El desenvolupament d’oportunitats exigeix a les empreses que integrin les seves capacitats col•lectivament per transformar-les en accions. Promulgar oportunitats amb èxit no tracta de tenir diverses capacitats individuals que pertanyin a àrees funcionals diferents, sinó de saber reconfigurar-les, ja que així es vinculen els diversos recursos i s’incentiven noves oportunitats. Així doncs, a la tesi presento un enfocament sobre les capacitats i les accions de les empreses.
La tesi està dissenyada com un compendi de publicacions i la formen set capítols. A més de la introducció i les conclusions, els cinc capítols restants representen cinc papers individuals que analitzen la CE en múltiples contextos. Això reflecteix un elevat grau de diversitat, que permet elaborar un estudi detallat sobre la CE en diversos contextos. Al seu torn, se centra en les diferències entre els tipus d’oportunitats que es persegueixen i les seves implicacions per integrar les capacitats de les empreses.El rápido y cambiante paisaje competitivo ha desafiado a las empresas a volverse más emprendedoras. En lugar de caer en la trampa de las fuerzas siempre cambiantes del mercado, algunas empresas muestran una gran agilidad, puesto que lanzan nuevos productos, servicios y procesos incansablemente. Estas compañías son impulsadas por una continua búsqueda de oportunidades que aporten un mejor uso y un mayor provecho de sus recursos. La habilidad de orquestar los recursos de una empresa y la capacidad para crear oportunidades son el tema de esta tesis. Esta habilidad, a la que he denominado “capacidad emprendedora” (CE), se define como la capacidad total de una empresa para utilizar sus recursos internos y externos con el objetivo de perseguir oportunidades de forma continuada. Por eso, la finalidad de esta tesis es proporcionar una comprensión minuciosa de la CE y analizar su variabilidad en cinco contextos distintos. Estudiar la CE permite examinar el emprendimiento a nivel de empresa mediante la aplicación de una perspectiva de capacidad, que se centra en la orquestación que realizan las empresas de sus recursos y capacidades para desarrollar oportunidades. El desarrollo de oportunidades exige a las empresas que integren colectivamente sus capacidades para transformarlas en acciones. Promulgar oportunidades con éxito no trata de tener varias capacidades individuales que pertenezcan a distintas áreas funcionales, sino de saber reconfigurarlas, ya que así se vinculan los diferentes recursos y se incentivan nuevas oportunidades. Por lo tanto, en la tesis presento un enfoque sobre las capacidades y las acciones de las empresas. La tesis está diseñada como un compendio de publicaciones y formada por siete capítulos. Además de la introducción y las conclusiones, los cinco capítulos restantes representan cinco papers individuales que analizan la CE en múltiples contextos. Esto refleja un elevado grado de diversidad, que permite elaborar un estudio detallado sobre la CE en varios contextos. A su vez, se centra en las diferencias entre los tipos de oportunidades que se persiguen y sus implicaciones para integrar las capacidades de las empresas.
The rapidly changing competitive landscape has challenged companies to become more entrepreneurial. Instead of falling prey to ever-changing market forces, some firms have shown great agility as they relentlessly introduce new products, services, and processes. These companies are driven by a continuous quest for opportunities that put their resources to better and more profitable use. The ability to orchestrate firms’ resources and capabilities to realize opportunities is the topic of this dissertation. I refer to this ability as entrepreneurial capability (EC), which is defined as a firm’s overall capacity to use its internal and external resources to continuously pursue opportunities. Therefore, the purpose of this dissertation is to provide a fine grained understanding of EC and examine its variability across five different contexts. Studying EC allows the examination of firm-level entrepreneurship by applying a capability perspective, which focuses on firms’ orchestration of their resources and capabilities to develop opportunities. Opportunity development requires firms to collectively integrate their capabilities to transform them into actions. Successful enactment of opportunities is not about individual capabilities belonging to different functional areas but rather their reconfiguration, which links diverse resources and spurs new opportunities. Thus, this dissertation brings forward a focus on firms’ capabilities and actions. This dissertation is designed as a compendium of publications and is comprised of seven chapters. Besides the introduction and conclusion, the five remaining chapters represent five individual papers that examine EC in multiple contexts. This reflects a high degree of diversity, which allows a close investigation of the manifestation of EC in several contexts. In turn, this brings focus on the differences among the type of opportunities pursued and their implications for integrating firms’ capabilities.
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Baggett, Susan. "Exploring a social learning model of participative planning : stakeholder group uniformity in the context of water resource management." Thesis, Cranfield University, 2007. http://dspace.lib.cranfield.ac.uk/handle/1826/2363.
Full textAbstract:
Wider stakeholder participation is an increasingly important feature of sustainable water resources planning and management. Despite regulatory and commercial recognition of the benefits of wider participation, there is considerable variation regarding interpretation and successful practical application of participative planning activities. Research in this field has concentrated on the identification of alternative methods and tools to improve both the quality of engagement and associated outcomes with Social Learning attracting significant attention. Rather less attention has been paid to the homogeneity and consequently the usefulness of the stakeholder group as a social and professional unit. This thesis explores the constituency concerns of four prominent stakeholder groups relevant to water resource management, namely: lay public, regulators, managers and researchers via a social learning model of participative planning. Based on a collaborative learning framework a conceptual model is developed and used to illustrate and analyse the relationships between individual and group concerns, opinions and intervention preferences. A questionnaire based survey was used to identify how constituency concerns vary, allowing the four groups’ expectations and opinions regarding the planning and management of water resource projects to be compared and contrasted. Results show that there is significant variation of attitude and opinion within stakeholder group communities on a large number of issues. A greater than expected level of agreement between stakeholders from different constituencies on some topics was also observed. The results of the research inform contemporary debates about the design and management of stakeholder engagement processes and challenge existing assumptions about the robustness of a ‘stakeholder group’ in terms of having a distinct set of opinions. The conceptual model is then revised to suggest a more appropriate process and content for participatory planning, based on the social learning model used.
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Sakala, Lucy Charity. "Resistance to the implementation of learning management systems by lecturers in higher education in a developing country context." Doctoral thesis, Faculty of Commerce, 2019. http://hdl.handle.net/11427/30345.
Full textAbstract:
Problem Statement: The implementation and use of Information Communication Technologies (ICTs) has been ascribed as a transformative drive across the world, especially to improve the human capacity development of individuals in Higher Educational Institutions (HEIs). However, developing countries are still struggling to harness the productive capacity of their ICT resources. The ICT index of ‘access, use and skills’ in developing countries is less than 50%, whilst that for developed countries is above 75%. Whilst HEIs have incorporated ICTs, the uptake of the Learning Management Systems (LMS) is low, with the expected objectives remaining largely unachieved and the full potential of the technologies not realised. A myriad of challenges have contributed to the low uptake of ICT projects in resource-limited settings ranging from limited ICT expertise, cost and complexity of implementation, inadequate training, lack of top management support, poor organisational culture, limited infrastructure and resistance to change. Whilst these challenges play a significant role in limiting uptake, the role of user resistance to LMS implementation in HEIs has not been fully explored.
Purpose of study: This study offered an explanatory critique of user resistance and its implications on low uptake of LMS in HEIs. The objective was to examine how resistance behaviours manifested from lecturers during implementation of an LMS in an HEI of a developing country context. The study identified different forms of lecturer resistance behaviours and examined how they manifested to cause low uptake of the LMS. It also analysed the nature of responses and/or strategies from management and ICT implementers towards the lecturer resistance behaviours during LMS implementation. Furthermore, the study examined how contextual factors influenced manifestation of resistance practices in relation to habitus, capital and field positions of lecturers, management and ICT implementers.
Research methodology: The study adopted an interpretive research paradigm and drew on Bourdieu`s Theory of Practice (TOP) framework and the Multilevel Model of Resistance to Information Technology Implementation (MRITI) as theoretical lens, to analyse the manifestation, interaction and logic of user resistance towards LMS implementation in HEIs. The study analysed data from semi-structured interviews and project documents to highlight issues of incorporating ICTs into teaching and learning. More data and field notes came from participant observations during the implementation of the LMS (Moodle). The case of Omega University in Zimbabwe was used as a representation of an HEI in a developing country context.
Key findings: User resistance affected the implementation and uptake of Moodle. The different forms of resistance behaviours that manifested from lecturers during Moodle implementation were disinterest, minimal use, refusal to use, pessimism, withdrawal, avoidance, prioritisation and delegation. The forms were classified into four episodes; apathy, passive resistance, covert resistance and active resistance. Aggressive forms of resistance were not found in this study. Delegation of responsibilities was a unique form in that it falsified and misrepresented acceptance of Moodle despite harbouring resistance tendencies; like two sides of the same coin. Resistance behaviours manifested during Moodle implementation due to initial conditions that interacted with objects and triggers of resistance to generate perceived threats in lecturers. Initial conditions were Omega`s management model, its ICT structure and ICT culture, whilst the objects of lecturer`s resistance were mostly towards ‘Moodle advocates’ and less towards ‘Moodle features’ or ‘Moodle significance’. Therefore, lecturer resistance behaviours were directed towards external rather than internal factors with regard to the LMS. The triggers of lecturer resistance were grouped into management, infrastructure and personal triggers. Perceived threats from lecturers were either fear of loss of relevance, status, jobs or increased workloads. The positive responses and/or strategies from management and ICT implementers were acknowledgment, reward innovation, rectification, effective training and user consultations, whilst the negative responses were inaction, dissuasion, enforcement, no reward for innovation, ineffective training, and absence of change management. Due to other underlying contextual factors, the nature of these responses neither reduced lecturer resistance nor enhanced the low uptake of Moodle. Contextual factors in form of differences in habitus and forms of capital influenced lecturer resistance as well as practices of management and ICT implementers during Moodle implementation. Lecturer resistance was caused by the following habitus: prior exposure to technology, age-related habitus, technophobia and pedagogical beliefs and the following forms of capital: qualifications, position, academic titles and employment status. The practices of management and ICT implementers were driven by the habitus of implementing, supporting, training of ICT projects, providing ICT infrastructure as well as developing and enforcing ICT policies. The following forms of capital motivated management and ICT implementers` practices: prestige, honour, level of Moodle expertise and university positions.
Contribution of the study: The study contributed to knowledge, theory and practice. First, the study provided a deeper conceptualisation of user resistance towards the implementation of ICT projects and suggested theoretical propositions to explain how lecturer resistance manifested during the implementation of LMS in HEIs. Second, the study developed a unified conceptual framework by integrating Bourdieu`s TOP and MRITI to explain resistance practices during LMS implementation in HEIs. Third, the study provided recommendations for managers and ICT implementers in Zimbabwean HEIs and similar contextual settings, to address user resistance issues by creating effective responses and strategies aimed at improving the design, implementation and uptake of LMS in HEIs. Additionally, recommendations were provided for HEIs who wish to achieve ‘technological determinism’ and/or ‘techno-centrism’, to implement policies that equip intended technology users with all the knowledge components of TPACK (Technology, Pedagogy and Content Knowledge). Finally, technology implementers should resolve exogenous issues in the institution before system implementation to avoid users directing focus on endogenous factors. This intervention and understanding may lead to the realisation of the full potential of ICT projects and achievement of expected objectives in HEIs of developing countries.
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Kagwesage, Anne-Marie. "Towards English for academic purposes in the Rwandan context: The case of the first year of the Management Faculty." University of Western Cape, 2001. http://hdl.handle.net/11394/7388.
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Magister Educationis - MEdThis study investigates the extent to which the one-year English course that the National University of Rwanda offers equips Francophone students with the linguistic tools they need in order to cope with content subjects offered through the medium of English. It argues that learning English in this context should go beyond foreign language learning to learning English for Academic Purposes, and beyond language learning to the understanding of content subjects. For the purposes of this study, the focus fell on students in the Management Faculty.
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Seidel, Eva Carola [Verfasser]. "Path dependence and the environmental context : An inquiry into the effects of environmental complexity and turbulence on path dependence in organizational learning / Eva Carola Seidel." Berlin : Freie Universität Berlin, 2013. http://d-nb.info/1035406209/34.
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Pons, Seguí Laura. "School-based Conditions and Teacher Education for CLIL Implementation." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/665881.
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Content and Language Integrated Learning (CLIL) is understood as an educational approach where some curricular content is taught integratively with an additional language to students participating in some form of mainstream education aiming at the acquisition of both content and the additional language. Although CLIL has been implemented around Europe and outside its borders, the main threat for CLIL is the lack of qualified teachers for CLIL implementation. For this reason, the general aim of this doctoral thesis is to identify the didactic-pedagogical and organisational training needs of teachers from Catalan Primary schools relative to CLIL implementation and the school-based organisational conditions that favour this implementation.
The post-positivist research paradigm is adopted to study the research aim. Additionally, a mixed-methods methodological approach is used; that is, quantitative and qualitative methods are applied. The perceptions of pre-service foreign language teachers (n=44), in-service teachers, teacher trainers (n=10), inspectors (n=5), CLIL Coordinators from the Educational Department (n=3), school management teams (n=54) and CLIL experts (n=10) towards teacher education and school-based conditions are studied. The data collection instruments used are close-ended questionnaires and semi-structured interviews. Quantitative and qualitative data procedures are applied to analyse the data. The revision of previous studies and the findings of this doctoral thesis are used to design, implement and evaluate an initial teacher education proposal for primary teachers to develop CLIL teachers’ competences. This design was implemented in two courses of the double degree of infant and primary education of the University of Barcelona. The design was evaluated longitudinally using a quasi-experimental methodological design. A self-perceived competence level questionnaire was administered as a pre- and post-test to the experimental group (n=39) and two control groups, as well as students’ performance was analysed.
The results of this study suggest that teachers and school management teams have considerable pedagogical and organisational training needs for CLIL implementation. However, the competences, requisites and type of training that should be offered are identified. Participants outline some of the school-based conditions for sustained CLIL implementation. The findings from the evaluation of the initial teacher education proposal indicate that competence-based approach and CLIL can be beneficial for pre-service teachers but it is necessary to sustain these practices for potential benefits to flourish. The findings outline some of the lines for future research.L’Aprenentatge Integrat de Continguts i Llengua Estrangera (AICLE) és un enfocament educatiu on part del contingut curricular s’ensenya de forma integrada amb una llengua addicional amb l’objectiu d’adquirir tant el contingut com la llengua. Actualment, la major amenaça per AICLE és la falta de docents qualificats per a aquest enfocament. Per aquest motiu, l’objectiu general d’aquesta tesi doctoral és identificar les necessitats didàctico-pedagògiques i organitzatives dels docents de centres d’educació primària de Catalunya pel que fa a la implementació d’AICLE i a les condicions organitzatives que afavoreixen la seva implementació. S’ha adoptat un paradigma post-positivista per estudiar l’objecte de recerca. A més, s’utilitza un enfocament metodològic mixte. S’estudia la percepció dels mestres de llengua estrangera en formació inicial (n=44), els docents en actiu, els formadors (n=10), inspectors (n=5), Coordinadors AICLE del Departament d’Ensenyament (n=3), els equips directius (n=54) i els experts AICLE (n=10) pel que fa a la formació docent i a les condicions institucionals. Els instruments de recollida d’informació utilitzats són qüestionaris i entrevistes semi- estructurades. S’han utilitzats procediments quantitatius i qualitatius per analitzar les dades. La revisió d’estudis previs, així com les troballes d’aquesta recerca s’han utilitzat per dissenyar, implementar i avaluar una proposta de formació inicial per a estudiants de mestre d’educació primària amb l’objectiu de desenvolupar les competències AICLE. Aquest disseny s’ha implementat a dos cursos del doble itinerari d’educació infantil i educació primària de la Universitat de Barcelona. El disseny s’ha avaluat longitudinalment utilitzant un disseny metodològic quasi-experimental. S’ha administrat un qüestionari d’autopercepció del nivell competencial a mode de pre- i post-test als estudiants del grup experimental (n=39) i a dos grups control, alhora que s’ha analitzat el rendiment acadèmic de l’alumnat. Els resultats d’aquest estudi suggereixen que els docents i els equips directius tenen necessitats de formació pedagògiques i organitzatives considerables per a la implementació d’AICLE. Tanmateix, s’han identificat les competències, els requisits i el tipus de formació que s’haurien d’oferir. Els participants han assenyalat algunes de les condicions institucionals que afavoreixen la implementació d’AICLE. Els resultats de l’avaluació del disseny de formació inicial indiquen que l’enfocament per competències i AICLE poden ser beneficiosos per a la formació de mestres. Ara bé, aquestes pràctiques s’han de sostenir en el temps per tal d’obtenir els beneficis.
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Mhlanga, Nontuthuzelo. "Leadership practices of principals in multiple deprived contexts : a case of successful schools." Thesis, University of Pretoria, 2019. http://hdl.handle.net/2263/76719.
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School principals lead and manage schools to achieve success. However, some schools are located in multiple deprived contexts, which affect the school internally and externally. Little is known about how principals in well-performing schools manage teaching and learning despite the contextual challenges. This study explored the role of successful school principals managing teaching and learning in schools in multiple deprived contexts in Gauteng Province.
A qualitative case study within a constructive / interpretivist paradigm was adopted for the research. The theoretical framework of this study is grounded in the Context-Responsive Leadership theory by Bredeson, Klar and Johansson. Eleven secondary schools performing well in the Senior Certificate Examination in Tshwane North District were purposefully selected for the study. The school principals were the participants in this study. The data was obtained from different sources which include semi-structured interviews, observations and documents review. The data was thematically analysed and the results were categorised according to themes and sub-themes.
The findings of the study highlight the economic and social factors used by the principals to describe the context of their schools as well as other external and internal factors that affected teaching and learning. Collaborative leadership, as well as instructional leadership of the school principal, seem to be a common strategy used by the principals of successful schools to overcome the contextual challenges. The principals also applied other relevant context-responsive leadership practices in their multiple deprived schools. The study concluded that leadership practices of school principals seemed to be based on an understanding and interaction of self and the context in which the school operates.Thesis (PhD)--University of Pretoria, 2019.
Education Management and Policy Studies
PhD
Unrestricted
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Devine, Jennifer. "Manager learning in the micro business context : the role of external business advice, training providers and close others." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/524.
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Small business has often been referred to as the “engine driving the economy”. This description highlights the significance of small business to the economy of most countries. But what about the smallest of these organisations; those businesses with fewer than five employees? These businesses, termed micro businesses, form a large part of our economy and are sometimes the starting point for larger business and sometimes provide a long term, alternate business structure. This type of business has special needs and characteristics and is often neglected in the management literature. The nature and diversity of these businesses prompted an interest in discovering how they operate, but more specifically how they are managed and how the management capabilities are developed in these businesses. Micro businesses are formed for a variety of reasons. They are often an opportunity for a professional or tradesperson to pursue their work without the perceived constraints of working in a larger organisation. Sometimes they result from an opportunity to create and test a new idea in the marketplace, or the chance to be ones’ own boss, or as a start up for a bigger organisation in the future. The wide variety of entry points means that the level of managerial capability tends to be quite diverse. The emphasis on ‘doing the business’ may mean that these micro business owners are skilled in their ability to produce, but not necessarily in their ability to manage the business and the staff. The aim of this study was to explore how these business owners developed their managerial capabilities. The study was based around a model proposed by Devins, Gold, Johnson and Holden (2005) that suggested that there are three main groups that micro business managers tend to seek out to support their development. These groups are close and important others, who may have an interest in the business but may or may not be involved in the business. This would include people like family members, business partners, suppliers etc. The second group includes professional advisers, such as accountant, lawyers and bank managers. The third group covers training providers. Micro business includes such a diverse variety of businesses that it makes sense that the level of managerial capability and the sources used to improve this would vary greatly. It is this variety that prompted the study and also the methodology chosen. As this was exploratory in nature and the aim was not to develop a definitive answer nor a representative answer to this question of management development, but to gain insight into this sector, a qualitative case study approach was taken. Twelve very different micro businesses were chosen to examine. The case study was based on semi structured interviews with the business owner. The aim was to identify how they perceived their managerial capabilities and where they sought support in making decisions and developing their managerial capacity. The series of interviews allowed respondents to share freely their views and a rich source of information was produced. Traditionally, governments and private providers have poured significant funds into providing training programs for micro and small business to enhance their management capacity, but contrary to these traditional practices, the micro business owners interviewed were not active users of any of these training mechanisms. The analysis confirmed what many intuitively know, and that is that the close important others are the most trusted and most often turned to source of support by micro business. The study also indicated that professional advisers, such as accountants and bank managers were often viewed as worthwhile support agents. This is an important area to understand as it indicates that the provision of traditional training programs for micro business and small business may not be the most effective method for developing management capabilities in these businesses. This suggests that continuing to do the same thing, may be ineffective. It indicates that the role of professional advisers may need to be broadened to align better with the provision of training and support, and importantly that alternate types of support may be needed such as strong mentoring programs.
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Mutemeri, Judith. "Teaching and learning of teacher education students in South African universities within a context of quality." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1978.
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Thesis (Dtech( Education))--Cape Peninsula University of Technology, 2010The study focused on teacher education in South African universities. The major purpose was to examine how teacher educators in South African universities prepared teacher education students for teaching and learning within a context of quality. It is important to start with quality teachers before being able to speak about quality education because "you cannot give what you do not have" (Parliamentary Monitoring Group of South Africa, 2009:3).Consistent with the postmodern qualitative paradigm I used phenomenology as the strategy of research. The main epistemological assumption was that the way of knowing reality was through exploring the experiences of others regarding a specific phenomenon, in this case teaching and learning of teacher education students. To this end the stories, experiences and voices of the respondents were the medium through which I explored and understood reality embedded in the teaching and learning of teacher education students.The research sites included four Faculties of Education nationally. Purposive sampling was conducted to adequately capture the heterogeneity of institutions especially of those faculties that offer Initial Professional Education for Teachers (IPET) programmes.Purposive sampling was also used to select both students and lecturers because respondents were selected on the basis of some defining characteristic that made them holders of the data needed for the study.
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Brolio, Debora Richter. "A tecnologia na educação: o uso de um sistema gerenciador de conteúdo e aprendizagem." reponame:Repositório Institucional do FGV, 2017. http://hdl.handle.net/10438/18096.
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A Tecnologia da Informação propiciou mudanças significativas no ambiente educacional, tanto na gestão da informação quanto nas possibilidades de ensino-aprendizagem. Os sistemas de gerenciamento de aprendizagem podem impactar positivamente o desenvolvimento humano e social do aluno, sendo aplicáveis em diversos níveis educacionais – do ensino básico ao superior. Este estudo de caso procura identificar os impactos do uso de um sistema gerenciador de conteúdo e aprendizagem no ensino regular básico. O caso escolhido foi uma instituição de ensino básico que utiliza um sistema gerenciador de conteúdo e aprendizagem em seu cotidiano educacional. Foi possível concluir que a utilização do SGCA gera impactos positivos no alcance dos objetivos do curso e objetivos pedagógicos, e nos resultados dos discentes – quando intermediado pelas metodologias ativas de ensino, bem como na própria aplicação das metodologias ativas de ensino. O presente estudo apresenta contribuições teóricas e práticas, pois demonstra resultados que suscitam a discussão sobre a utilização da tecnologia na educação básica, evidenciando que esta não proporciona mudanças se utilizada isoladamente. Para que ocorram resultados efetivos, existe a necessidade de uma reformulação no posicionamento de seus principais atores – docentes e alunos – para que os objetivos propostos sejam alcançados.
Information Technology has brought about significant changes in the educational environment, both in terms of information management and teaching and learning possibilities. The learning management systems can positively impact the human and social development of the student, being applicable in several educational levels - from basic to higher education. This case study seeks to identify the impacts of the use of a learning content management system in basic regular education. The chosen case was a basic education institution which uses a learning content management system in its daily education. It was possible to conclude that the use of the LCMS generates positive impacts on the results of the pedagogical objectives of the course and on the results of the students when intermediated by active teaching methodologies as well as in the actual application of active teaching methodologies. The research presents theoretical and practical contributions, as it demonstrates results that promote the discussion about the use of technology in basic education, evidencing that it does not lead to changes if used alone. For effective results to occur, there is a need for a reformulation in the positioning of its main actors - teachers and students - so that the proposed objectives can be achieved.
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Schlosser, Francine. "The Market-oriented Contribution of Individuals: Translating Strategy into Action." Thesis, Waterloo, Ont. : University of Waterloo, 2004. http://etd.uwaterloo.ca/etd/fkschlos2004.pdf.
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Thesis (Ph.D)--University of Waterloo, 2004."A thesis presented to the University of Waterloo in fulfillment of the thesis requirement for the degree of Doctor of Philosophy in Management Sciences". Includes bibliographical references.
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Hejazi, Seyed Jafar. "Quality urban regeneration, co-ordinated professional leadership and integrated urban management in Western Europe : learning from European experience in relation to the Iranian context." Thesis, University of Newcastle Upon Tyne, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397355.
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Pralea, Simona Daniela. "Rassegna dei metodi per la predizione della posizione geografica dei nodi mobile." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/20905/.
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All’interno di questo elaborato sono state analizzate le tecnologie più importanti che oggi ci permettono di localizzare un dispositivo mobile e di prevedere la sua posizione nel prossimo futuro.
Sono stati studiati e compresi i concetti legati all’analisi dei dati tramite le tecniche di Data Mining e Machine Learning, descrivendo alcuni algoritmi di quest’ultima tipologia
come ad esempio K-means. Dopo l’illustrazione delle principali tecnologie impiegate per l’analisi dei dati, nel capitolo seguente sono riportate alcune tecniche di localizzazione ed elencati i sistemi embedded attualmente presenti su smartphone (e non solo) che permettono la determinazione della posizione di un dispositivo mobile.
È importante notare come solo una limitata parte dei dispositivi mobili è composta da smartphone. Infatti, molti altri dispositivi vengono usati per scopi differenti in ambienti M2M (machine to machine) dove la comunicazione avviene tra macchina e macchina.
Quindi sono stati studiati e comparati i vantaggi e gli svantaggi di 4 tecnologie wireless (GPS, Wi-Fi, RFID e Bluetooth) dividendole tra tecnologie per la determinazione della posizione indoor ed outdoor.
Inoltre sono riportati alcuni esempi di applicazione delle tecnologie e dei concetti studiati.
Infine sono stati analizzati diversi articoli accademici e sono state comparate tra loro le performance raggiunte dalle soluzioni descritte.
Il lavoro svolto è una fotografia accurata delle tecniche più moderne utilizzate per determinare e prevedere la posizione dei dispositivi mobili.
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Chen, Wei-Cheng, and 陳韋成. "Learning Content Management Based on Semantic Network." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/29amv4.
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碩士大同大學
資訊工程學系(所)
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With the flourishing development of the internet network, the teacher utilizes the global network to come to the platform of management of the learning content and set up a communicative way with students. Through such a platform, the teacher can offer more knowledge contents to students for studying greater benefitting. Present commonly used server-client structure set up manage platform, students can only act the part of content consumer. In the respect of content sharing, it is limited in only utilizing the end of the server to offer. It is unfavorable to two-way communication, and exchange among students of the teacher and student . Content management with catalogue type and keyword query is inefficient. In this thesis, we set up one different from global network server-client structure content manage platform, utilize the peer to peer network structure and combine the semantic web technique for managing learning content. It provides several functions for students and teachers to promote their study efficiency and let they communicate with each other easier.