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Festeu, Dorin. "Social learning programme through physical education lessons in Romania." Thesis, Bucks New University, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.714447.
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Price, Alan Charles. "Action research in outdoor learning : promoting social and emotional learning in young people with social emotional and behavioural difficulties." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7428/.
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This research applies a non-typical action research approach to design, implementation and monitoring of an outdoor learning intervention situated within a UK special school for learners with social emotional and behavioural difficulties (SEBD). The rationale for the research is based upon practitioner assumptions that an earlier skills orientated outdoor learning curriculum was inappropriate and that change was required to incorporate opportunities for the learners to develop their social and emotional learning (SEL) skills. The thesis describes the historical role of outdoor learning in relation to SEBD intervention and applies structuration theory (Giddens, 1984) to gain an understanding of previous outdoor learning interventions. The theory has also been used to create a narrative from which to describe the augmentation of SEL skills within the participant group. It was found that SEL augmentation in individuals contributed toward the production of improved social structures within the participant group. Participant attendance on the outdoor learning intervention is also reviewed in the context of alternative curriculum discourse. It was found that participants had improved attendance, punctuality and motivation on intervention days.
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Medrano, Valentina. "Aprendizagem organizacional em organizações baseadas em empreendedorismo social da Colômbia e do Brasil." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/47/47134/tde-08052015-162704/.
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Este estudo teve como objetivo comparar aspectos individuais e organizacionais associados com o processo de aprendizagem organizacional em organizações empreendedoras sociais dos países Colômbia e Brasil. O trabalho realizado caracteriza-se como qualitativo e comparativo, e utilizou-se o estudo de caso como estratégia de pesquisa. A coleta de dados foi realizada, por sua vez, por entrevistas, observações participantes e análise de documentos oficiais nos dois estudos de casos. A análise de conteúdo dos dados mostraram que há um processo de aprendizagem organizacional em estas organizações predominantemente pela coerência entre objetivos pessoais e organizacionais representado em uma intencionalidade por parte dos sujeitos e a organização de transformação social, harmonia que facilitou o processo de aprendizagem organizacional de forma semelhante nas duas organizações pesquisadas. Em quanto aos aspectos organizacionais associados ao processo de aprendizagem mostrou que está associado a padrões culturais organizacionais, memoria, comunicação, estratégia e estrutura organizacional. A constatação da natureza psicossocial do processo de aprendizagem organizacional permeia os processos e procedimentos na organização, sendo transversal em todos os projetos desenvolvidos por estas organizações. Finaliza o documento apresentando algumas reflexões sobre a importância dos elementos individuais na construção de organização e da aprendizagem organizacional nestes contextosThis study centered towards comparing individual and organizational aspects associated with the organizational learning process in social entrepreneurial organizations from Colombia and Brazil. The study developed here characterizes as qualitative and comparative, in which case study is used as the main research methodology. Data collect was done through interviews, participant observations and official document analysis from the case studies organizations. Data analysis demonstrates that there is an organizational learning process with predominance of certain coherence between personal and organizational which manifest itself through a common social transforming intention in the individuals and the organization. This intention made the learning process easier for both organizations alike. About the organizational aspects associated to the learning process it is shown that it it is itself associated with corporate culture patterns, memory, communication, strategy and organizational structure. The establishment of the psychosocial nature of the learning process permeates the processes and procedures of all projects developed across the organization. This work concludes presenting some comments on the importance of individual elements in the construction of the organization and organizational learning on such contexts
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O'Leary, Joanne Louise. "The impact of the 'social and emotional aspects of learning' framework on primary aged pupils' learning, attendance and behaviour." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/the-impact-of-the-social-and-emotional-aspects-of-learning-framework-on-primary-aged-pupils-learning-attendance-and-behaviour(14c581fd-d5e4-4754-8df6-5ab5fcf71cbd).html.
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In 2005, twenty four Lindale schools implemented the DCSF (Department for Children, Schools and Families) framework “Social and Emotional Aspects of Learning” (SEAL). The framework was initially introduced for primary aged children with the aim of developing their social and emotional skills, through the domains of self awareness, managing feelings, motivation, empathy and social skills. However, research around the development of children’s social and emotional skills had also suggested that this could improve attainments, attendance and reduce exclusions. This research explores the impact of the DCSF SEAL curriculum on the distal measures of Key Stage 2 SATs (Standardised Attainments Test) results, attendance, exclusions and pupil referrals for social, emotional and behavioural outreach support. It is longitudinal and compares the data for Lindale primary schools implementing SEAL with those who were not implementing the framework. The impact is measured between 2005, when SEAL was first delivered in twenty four Lindale primary schools, to 2009 when all primary schools had received training in this area. In 2007, semi structured interviews were carried out with a sample of the 2005 cohort of schools. Responses are presented from head teachers, SENCos (Special Educational Needs Coordinators), children and other colleagues in the authority regarding the impact of SEAL in these schools. The study also considers, in more detail, the impact of SEAL on five schools from the original cohort, who were considered to be examples of “Best Practice” in this area. The research indicates no association between the implementation of SEAL and improvements in Key Stage 2 SATs results, attendance or exclusions. These findings were replicated in the more in depth consideration of five schools. However, there has been a gradual decrease, year on year, in the number of pupils referred for social, emotional and behavioural outreach support as an increasing number of schools have implemented SEAL. The views of professionals and children, involved in the original cohort of schools implementing SEAL, are positive about the framework’s impact, particularly in terms of pupils’ behaviour.
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Pihlaja, K. (Kaisa). "Adaptive expertise in teamwork environment:the importance of social aspects in expert work and learning." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201608122629.
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Today’s society and modern working life is in a constant change which poses challenges for professional expertise as well as to educational systems that are expected to produce the future experts. Work tasks are becoming increasingly complex and multifaceted in which domain-specific knowledge and routine expertise may not suffice anymore, but calls for adaptive expertise: the ability to adapt in new and unfamiliar settings, use knowledge flexibly in creating high-quality, innovative solutions to problems, and to constantly learn new and renew expertise.
The previous studies on expertise have informed our understanding about expert performance and learning of expertise, but have mainly concentrated on the cognitive aspects of expertise. Thus it is important to gain more information about adaptive expertise, and especially about the social aspects of adaptive expertise which has been studied less. Also, due to the challenging nature of expert work in modern working life and the fact that work is in increasing amounts performed in teams, this context is important to study. The current study aims at exploring adaptive expertise in working life, more precisely, in the context of teamwork environment to gain more information about the social aspects of adaptive expertise, learning of expertise, and what kind of an effect teamwork environment has in it.
The participants in the current study were six adaptive experts from ICT domain. ICT domain was selected as the setting for studying adaptive expertise for the reasons that the domain includes knowledge workers whose jobs require specialization and adaptive expertise on specific domains, often knowledge on only one domain is not enough but diverse knowhow and skills are needed, and work is mainly done in teams. The data was gathered with semi-structured interviews and qualitative content analysis was used to analyze the interview data.
The results of the present study give further evidence that adaptive expertise is a highly social phenomenon. Adaptive experts possess good social skills which they make use of when solving work-related complex problems in collaboration with other people, which in turn leads to further growth of their knowledge and skills. The current study also brought forward the various challenges but also the affordances of teamwork environment which not only provide for effective problem solving but also learning and developing expertise when collaborating with other people. Also, the results of this study give support to the view that ICT companies could be considered as second-order environments that promote learning of expertise. In an ICT company the continual contributions to technological and strategical knowledge means that conditions keep changing, and thus there is a need to adapt to these progressive set of conditions. This in turn means that experts need to continually redefine problems at a higher and usually more complex level that are beyond their existing competence, which in turn develops their expertise further.
Based on the results of the current study, implications are suggested related to optimal composition of teams as well as communication and information sharing in organizations, the importance of collaborative problem solving in educating future experts, as well as how in expert research the social aspects of adaptive expertise and learning of expertise should be regarded with equal importance as the cognitive aspects.
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Cheng, Mei Ling Tina. "An analysis of social & psychological factors in learning English as a second language in Hong Kong." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/98.
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Holmes, Brian. "Online learning communities for school teachers' continuous professional development : the cognitive, social and teaching aspects of an eTwinning Learning Event." Thesis, Lancaster University, 2012. http://eprints.lancs.ac.uk/67670/.
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Whereas a reasonable body of research now exists on the use of networked learning and learning communities in higher education, less is known about their use in other sectors of education such as professional development. This research focuses on an example of an online learning community used for school teachers’ continuous professional development (CPD) – in an eTwinning Learning Event (LE). It looks at how the online community supports the development of school teachers’ competence and practice, at how social aspects contribute to the discourse and at the impact of moderation. Action research is used to follow and influence the development of the LE entitled 'Exploiting Web 2.0: eTwinning and Collaboration'. An analysis of the first LE, using the Community of Inquiry (CoI) framework (Garrison et al., 2000) as a theoretical lens, led to changes being applied in the second LE to reinforce the cognitive, teaching and social presence. The event was lengthened to provide an opportunity for participants to apply what they were learning in the LE to their teaching practice and a final activity was added to support reflection amongst peers. Tutor moderation was reinforced at key points and informal social interaction was encouraged through the addition of a virtual staff room. Data were collected via a participant questionnaire, interviews and the coding of the messages in the discussion forums. The subsequent analysis suggests that the applied changes had a positive impact on cognitive development, social interaction and the orchestration of learning. Cognitive presence was reinforced with evidence of critical thinking emerging in the participants' discourse. Teaching presence, initially provided by the tutors, gradually emerged from the participants as they self-organised the collaboration and offered their peers mutual support. Collaboration was seen as contributing to the learning, with informal knowledge sharing and participants perceiving a sense of community. However, the community was ephemeral, lasting only for as long as it served the purpose of learning. The results suggest an emerging model for future eTwinning LEs and their online moderation by a tutor.
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Wright, Nicholas Fernand. "Identifying and Measuring Aspects of Need to Evaluate: Expressing versus Learning." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397492690.
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Mason, Paul Nicholas. "Identity and friendship : the social lives of people described as having a learning disability." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/36752/.
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This thesis is divided into three chapters. A general theme running throughout concerns "the social lives of people described as having a learning disability". Chapter 1 is a critical review, focusing on the literature that has sought to understand how people described as having a learning disability negotiate their identities in the routine and mundane social interactions of their lives. In contrast to earlier research, that has attempted to explore how a "learning disabled identity" is perceived and experienced through direct interviews; the literature in this area offers a different perspective in that all of the studies critiqued use Conversation Analysis [CA] as a methodology. What they illustrate is the influential role of the environment, and more specifically, the roles that professionals and staff can play in relation to empowering or disempowering those whom they support. The contributions of these studies are assessed and clinical implications and recommendations for future research are considered. Chapter 2 is a qualitative study using Interpretative Phenomenological Analysis to explore friendship in the lives of people described as having a learning disability. For participants in the study, friendship was reported as playing an important role in their lives; however other relationships also had considerable significance. Of particular note were relationships with staff and family members. These relationships were at times spoken about as being welcomed and depended on, but at other times seen as a source of frustration. Limitations of the study are discussed, along with clinical implications and recommendations for future research. Chapter 3 is specifically related to Chapter 2, and provides a reflective account of the experience of undertaking a piece of research within the area of learning disabilities. Particular attention is given to some of the dilemmas and challenges that were encountered along the way.
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Fredlund, Tobias. "Using a Social Semiotic Perspective to Inform the Teaching and Learning of Physics." Doctoral thesis, Uppsala universitet, Fysikundervisningens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-247771.
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This thesis examines meaning-making in three different areas of undergraduate physics: the refraction of light; electric circuits; and, electric potential and electric potential energy. In order to do this, a social semiotic perspective was constituted for the thesis to facilitate the analysis of meaning-making in terms of the semiotic resources that are typically used in the teaching and learning of physics. These semiotic resources include, for example, spoken and written language, diagrams, graphs, mathematical equations, gestures, simulations, laboratory equipment and working practices. The empirical context of the thesis is introductory undergraduate physics where interactive engagement was part of the educational setting. This setting presents a rich data source, which is made up of video- and audio recordings and field notes for examining how semiotic resources affect physics teaching and learning. Theory building is an integral part of the analysis in the thesis, which led to the constitution of a new analytical tool – patterns of disciplinary-relevant aspects. Part of this process then resulted in the development of a new construct, disciplinary affordance, which for a discipline such as physics, refers to the inherent potential of a semiotic resource to provide access to disciplinary knowledge. These two aspects, in turn, led to an exploration of new empirical and theoretical links to the Variation Theory of Learning. The implications of this work for the teaching and learning of physics means that new focus is brought to the physics content (object of learning), the semiotic resources that are used to deal with that content, and how the semiotic resources are used to create patterns of variation within and across the disciplinary-relevant aspects. As such, the thesis provides physics teachers with new and powerful ways to analyze the semiotic resources that get used in efforts to optimize the teaching and learning of physics.
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Hultberg, Jens, and Filip Söderberg. "The Advantageous and Disadvantageous Aspects of Utilizing Cooperative Learning in an ESL Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34286.
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This evaluation of research investigates the advantageous and disadvantageous aspects of utilizing cooperative learning into the ESL (English as a second language) classroom for pupils at an elementary education level. Teachers need to be contemporary with their pedagogy and lesson design and implement methods that can enable that the national criteria regarding knowledge requirements in the syllabus for English are met. The methods within cooperative learning corresponds with sociocultural theories of Vygotsky as it is based on the zone of proximal development where high achievers can develop accordingly to their own qualifications, as well as low achievers. In the current study, we examine a selection of empirical studies on cooperative learning. The results of this analysis reveal that Cooperative learning is an advantageous way of reaching every individual to make sure that their English language acquisition is nurtured, but that the aspects of group grading make it difficult when grading each individual pupil. The findings also revealed that the implementation of cooperative learning into the ESL classroom had advantageous outcomes when it comes to vocabulary learning, writing skills, speaking skills and a lot of the pupils gained a better confidence and had a high achievement level in comparison to more traditional teacher focused pedagogy. Pupils also showed that their motivation and attitudes changed over time, when exposed of the cooperative learning methods in the ESL classroom. It is advised that teachers utilize cooperative learning in the ESL classroom hence it is beneficial for both pupils and teachers. Keywords: Cooperative learning, English as a second language, English as a foreign language, elementary school, group grading, ESL classroom and EFL classroom.
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Friend, Rachel Frances Leonie. "The implementation of SEAL (social and emotional aspects of learning) small group work in primary schools." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019977/.
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Recent years have seen an increase in school-based interventions designed to promote pupils' social and emotional skills (S&ES), the most widely-used of which in the UK is the SEAL (Social and Emotional Aspects of Learning) programme. Previous research has focused on the impact of similar interventions in schools prior to SEAL. However the majority of investigations in this area are based in the US and in addition, the stringent criteria of systematic reviews limit up-to-date insight into recently developed school-based S&ES interventions implemented in the UK. This study investigates the implementation of the SEAL small group work (SGW) in a sample of primary schools in an inner-city borough of London. Research questions centred on different aspects of the implementation of SEAL SGW, addressing (i) links with the whole-school ethos, (ii) links with the mainstream classroom, (iii) pupil selection, (iv) methods of teaching and learning S&ES, (v) training and support for the facilitator of SEAL SGW work and, (vi) evaluation of outcomes. This research builds on a DCSF-commissioned study by Humphrey et al. (2008). Semi-structured interviews were carried out with fifteen members of staff across four schools. Data from the interviews were analysed using thematic analysis. Five themes emerged which broadly mapped onto the research questions above. A sixth additional theme regarding links with non-school based settings was also identified. Broadly, SEAL was found to be well integrated into the whole school system for those schools where the senior leadership team openly endorsed the intervention and where communication between staff was strong. It was also found that successful delivery of the SEAL SGW was characterised by facilitative and empowering models of pedagogy that encouraged pupils to reflect on and take ownership of their learning. Recommendations are made for policy makers and practitioners in Children's Services.
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Bartlett, Paul. "Social aspects of call learning in the zebra finch (Taeniopygia guttata) and the budgerigar (Melopsittacus undulatus)." Thesis, University of St Andrews, 1999. http://hdl.handle.net/10023/15064.
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Chapter 1 provides an introduction to the thesis by discussing the relevant literature on vocal learning in songbirds and parrots, with particular reference to calls, and setting out the aims of the following chapters. Chapter 2 concerned an investigation of the similarity in the distance calls within and between families of zebra finches, involving fostering young birds to non-related parents. Male offspring were most similar in their distance calls to their male siblings with which they were raised and the adult male which raised them, suggesting an environmental influence in the acquisition of the call. There was also an indication that the call may be, at least in part, inherited. Females were most similar to their mothers and female siblings, though not to the same extent as in males. Chapter 3 examined whether male zebra finches could exhibit vocal plasticity in adulthood, by learning new calls from other conspecifics, and whether social deprivation during a young bird's development would accentuate this tendency. Adult zebra finches could not learn new calls from other similarly raised cagemates, even if these birds were reared under conditions of extreme social deprivation and were presented with an appropriate normally-raised adult male tutor. Chapter 4 described a study which investigated whether adult male budgerigars housed in soundproof boxes, could learn new calls from a tape recording in the absence of any social stimuli. Learning from tapes was very limited with only one bird producing an accurate copy of the playback, emphasising the importance of an interactive social context in vocal learning. Chapter 5 attempted to determine exactly which social factors were most influential in determining the extent of call matching between adult male budgerigars. Certain individuals did match more closely in their contact calls; close proximity appeared to promote call convergence between cagemates. Chapter 6 examined the effect of adding an unfamiliar budgerigar to an established flock, on the group specific call. It was found that, contrary to expectation, mutual imitation by all flock mates did not occur as other studies have shown, and that 'new recruits' conformed to the shared group call. Chapter 7 concluded the findings of the five experimental chapters, and discussed their significance with reference to previous studies, including ideas for further investigation.
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Lendrum, Ann Geraldine. "Implementing Social and Emotional Aspects of Learning (SEAL) in secondary schools in England : issues and implications." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/implementing-social-and-emotional-aspects-of-learning-seal-in-secondary-schools-in-england-issues-and-implications(8d069906-22e0-4c9a-9cf9-83474655f3ae).html.
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The Social and Emotional Aspects of Learning (SEAL) initiative for secondary schools was launched in England in 2007 as part of the Secondary National Strategy for School Improvement. Designed as a universal, whole-school approach for the development of key social and emotional skills, SEAL was expected to improve behaviour, attendance, attainment and the emotional health and well-being of all members of the school community (DfES, 2007a). Research studies examining the implementation of school-based interventions have revealed, however, that they are rarely implemented as intended by the programme developers (Berman and McLaughlin, 1976) and that this is likely to negatively impact upon the achievement of the expected outcomes (Durlak and DuPre, 2008). Implementation is typically variable between settings due to local adaptations or modifications (Blakely et al, 1987) and challenges to implementation at a range of levels, including programme, classroom and school (Greenberg et al, 2005).This longitudinal study examined the processes of implementation of SEAL in five case study schools in the north-west of England. The primary aims were to: (i) identify both positive and negative factors affecting implementation so that any necessary improvements to SEAL may be made prior to its broader dissemination; (ii) support future practitioners in the implementation of SEAL by highlighting effective strategies and potential challenges; (iii) expand understanding of the processes of implementation of school-based interventions in English educational contexts. Schools were visited five times during the first two years of the implementation of SEAL; lessons were observed, relevant documents reviewed and interviews conducted with a range of staff, pupils and Local Education Authority representatives. Data was analysed thematically using a combination of a priori and emergent themes. As anticipated, implementation was variable between schools; this was in the detail of implementation, however, and broader convergences were seen in the barriers presented and the non-implementation of key processes and elements. None of the schools were able to fully implement SEAL. Challenges to implementation were identified at all levels examined (programme, classroom and school) and included programme characteristics, staff resistance, insufficient training, lack of time and competing initiatives. The interaction of negative and positive factors both within and between levels suggested, however, that no one factor may be considered dominant. This study concluded that until programme level issues and shared contextual factors such as initiative overload are addressed, then the full implementation of SEAL in secondary schools is unlikely to be achieved.
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Wood, David K. "Learning from Gross Motion Observations of Human-Machine Interaction." Thesis, The University of Sydney, 2011. https://hdl.handle.net/2123/29223.
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This thesis discusses the problems inherent in the modelling and classification of
human interactions with robots using gross motions observations. Contributions to
this field are one approach by which robots can be made socially aware, at a low
enough cost for the commercialisation of such systems to be viable. In general, it
cheaper and simpler both in terms of sensing requirements and computational power
to determine the position of a person participating in an interaction than to attempt
to perform more advanced operations such as face detection and recognition, gaze
tracking or gesture recognition. Being able to perform classification and modelling of
human behaviour from gross motion observations is a useful ability for the designers
of such HRI systems to have at their disposal.
Two contributions are made to the problem of gross motion modelling and classifica—
tion. The first is an approach to measuring error levels implicit to the models learned
in a generative classification scenario. By comparing the results from these model—
based error measures to the results obtained from more traditional data-based error
measures an assessment can be made about how well the internal models within the
classifier represent the true state of the world. A method is also presented to sum—
marise these comparisons using the symmetric Kullback—Leibler divergence, enabling
the rapid analysis of the large numbers of classifiers produced with the application of
cross—validation techniques.
The second contribution is a taxonomy of feature representations and a set of design
rules derived from this taxonomy for the representation of human—robot interaction
modelling features. These rules are focussed on gross motion features, but can be
extended to cover almost any human-robot interaction modelling or classification
task.
These two contributions are then demonstrated on interaction data gathered from the
Fish—Bird new media artwork. This is a challenging problem due to the interaction
parameters being modelled, however the use of a rigorous design approach and the
application of the divergence measures derived earlier in the thesis enable targeted
analysis and useful conclusions to be drawn. Results are shown to demonstrate these
applications.
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Kozolanka, Karne. "Distributed practice and practical negotiation in a tech ed classroom : the way things are done in technology education." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36774.
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This inquiry is about the sense-making of students in a technology education class as they build a prototype electric car in a secondary school manufacturing shop. I make sense of their sense-making by examining their talk and interaction in the interplay of the social, material, institutional, and organizational resources constituting what I call "distributed practice." This involves a move away from defining understanding and learning as self-contained structures in the minds of people, but instead sees learning as spread out in the broad social context of activity and participation. Distributed practice theorized in this way is about the interplay among "complex social relations, technologically constituted." Technologies and their use in practice provide us with a realm through which we can discuss issues related to the understanding of learners. In many respects, this dissertation is an exploration of how "the way things are done" becomes understanding and alternately, how understanding becomes "the way things are done." The analysis moves towards a social and cultural practice view of learning I call "practical negotiation."
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Nitta, Takayo. "Affective, cognitive and social factors affecting Japanese learners of English in Cape Town." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1842_1210749983.
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This research used diary studies and interviews with five Japanese learners of English to investigate the different affective, cognitive and social factors that affected their learning of English in Cape Town between 2004 and 2005. The findings of this study corroborate arguments put forward by Gardner that factors such as learning goals, learning strategy, attitude, motivation, anxiety, self-confidence and cultural beliefs about communication affect the acquisition of a second language and correlate with one another.
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Pahl, Mario Verfasser], and Jürgen [Akademischer Betreuer] [Tautz. "Honeybee Cognition: Aspects of Learning, Memory and Navigation in a Social Insect / Mario Pahl. Betreuer: Jürgen Tautz." Würzburg : Universitätsbibliothek der Universität Würzburg, 2011. http://d-nb.info/1017451540/34.
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Westley, Suzanne. "Learning about emotions and relationships in relation to the social and emotional aspects of learing ( seal) curriculum." Thesis, University of Southampton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507553.
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Herbranson, Marcheta. "Activities to increase the social awareness of learning handicapped children in kindergarten." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/158.
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Arnold, Lynette S. "Enhancing student academic regulatory processes : a study of metacognitive knowledge monitoring, strategic enactment and achievement." Phd thesis, Faculty of Education and Social Work, 2005. http://hdl.handle.net/2123/5308.
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Ally, Kutbuddin. "Individual and organisational learning and the ecology : factors that influence the direction of learning." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85761.
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Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Organisations are required to change their internal structures and configuration at a rapid rate as the external environment changes. The external environment comprises of a number of actors and agents that make up society. This includes social movements and government. The influence that industry has over the actions of government is significant. The question is how society, via social movements and NGO’s, influence government and thereby policy and how this leads to change in business organisations. How does learning take place in business organisations when it comes to ecological matters? What is the effect of social norms, expressed in public policy and social movements, on organisations? How can these processes be enhanced for the sake of the ecological agenda? The aim of the research is to present a case for directing the learning process. Organisations will generally develop new products based on existing knowledge and grow this knowledge base. It is argued by some theorists that social movements and NGO’s influence the process of innovation and development. To cater for the ecological elements in an innovation process, it must be part of the organisational objectives. It means that it must be catered for from the outset to direct and influence the process. Chapter 1 outlines the problem statement and the argument that social norms influence the learning process of individuals and groups in organisation to achieve an ecologically friendly outcome in a variety of ways. To determine if the hypothesis is true, Chapter 2 researched the subject of organisational learning. It examines the attributes that organisations must have to promote a learning agenda. This includes the role that the external organisational environment plays through feedback loops, and how these influence the direction of the learning process. To understand issues regarding the ecology, I present in Chapter 3 a high level synopsis based on existing knowledge of economics, environmental economics and ecological modernisation. Both Chapters 2 and 3 take a view on policy and the role it plays in shaping the learning process. It is important that the process of policy development is influenced from the outset. Through the networks of the social movements, alternatives may be presented to society. These alternatives are aimed at influencing the innovation process of organisations either directly through the market or indirectly through policy. When society subscribes to the position presented, a social movement gives them the means to engage with industry and government. Chapter 4 is a case study on carbon capture and storage. The purpose of the case study is to demonstrate the interaction of the various actors in a technology development process and the factors that have to be taken into account when making decisions. It is a demonstration of a directed learning process with the aim of developing an ecologically friendly technology. Chapter 5 is the concluding chapter and provides a summary of learning organisations and ecological modernisation. I provide a brief summary of the main points in the argument and draw a conclusion on the relationship between organisational learning and how this learning is directed from the outset.
AFRIKAANSE OPSOMMING: Organisasies moet hul interne strukture en verstellings te verander teen 'n vinnige tempo as die eksterne omgewing verander. Die eksterne omgewing bestaan uit 'n aantal van die akteurs en agente wat die die samelewing op maak. Dit sluit sosiale bewegings en die regering in. Die invloed wat die bedryf het oor die optrede van die regering is betekenisvol. Die vraag is hoe die samelewing , deur middel van sosiale bewegings en nie-regeringsorganisasies , die invloed van die regering en sodoende beleid en hoe dit lei tot verandering in die sake-organisasies . Hoe leer sake-organisasies wanneer dit kom by die ekologiese sake? Wat is die effek van sosiale norme , uitgedruk in openbare beleid en sosiale bewegings , op organisasies? Hoe kan hierdie prosesse verbeter word ter wille van die ekologiese agenda? Die doel van die navorsing is om 'n saak te stel vir die regie van die leerproses. Organisasies sal oor die algemeen die ontwikkeling van nuwe produkte wat gebaseer is op bestaande kennis en groei van hierdie kennis basis. Daar word aangevoer deur sommige teoretici dat sosiale bewegings en NGO se invloed op die proses van innovasie en ontwikkeling. Om voorsiening te maak vir die ekologiese elemente in 'n innovasie proses , moet dit deel van die organisasie se doelwitte wees. Dit beteken dat voorsiening gemaak moet word vir dit van die begin af om die proses te beïnvloed. Hoofstuk 1 omskryf die probleemstelling en die argument dat die sosiale norme beïnvloed die leerproses van individue en groepe in die organisasie 'n ekologies vriendelike uitkoms te bereik in 'n verskeidenheid van maniere. Om te bepaal of die hipotese korrek is , Hoofstuk 2 ondersoek die onderwerp van organisatoriese leer . Dit ondersoek die eienskappe wat organisasies moet leer om die agenda te bevorder. Dit sluit in die rol wat die eksterne organisatoriese omgewing speel deur middel van terugvoer, en hoe hierdie invloed op die rigting van die leerproses is. Kwessies rakende die ekologie te verstaan, het ek in Hoofstuk 3 'n hoë vlak opsomming gebaseer op die bestaande kennis van die ekonomiese , omgewings- ekonomie en ekologiese modernisering. Beide hoofstukke 2 en 3 is 'n uitsig oor die beleid en die rol wat dit speel in die vorming van die leerproses. Dit is belangrik dat die proses van die ontwikkeling van beleid beïnvloed word van die begin af . Deur die netwerke van die sosiale bewegings , kan alternatiewe aangebied word aan die samelewing. Hierdie alternatiewe is gemik op die beïnvloeding van die innovasie proses van organisasies , hetsy direk deur die mark of indirek deur beleid. Wanneer die samelewing onderskryf die posisie wat aangebied word, 'n sosiale beweging gee hulle die middele om betrokke te raak met die bedryf en die regering. Hoofstuk 4 is 'n gevallestudie oor koolstof vang en stoor . Die doel van die gevallestudie is om die interaksie van die verskillende rolspelers in 'n tegnologie-ontwikkeling proses en die faktore wat in ag geneem word wanneer besluite geneem moet word. Dit is 'n demonstrasie van 'n leerproses met die doel van die ontwikkeling van 'n ekologies vriendelike tegnologie. Hoofstuk 5 is die afsluiting hoofstuk en gee 'n opsomming van leer organisasies en ekologiese modernisering. Ek gee 'n kort opsomming van die belangrikste punte in die argument en 'n gevolgtrekking oor die verhouding tussen organisatoriese leer en hoe hierdie leer word gerig van die begin af.
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Winstanley, Caroline. "Transition planning for young people with severe learning disabilities : social positions and power relationships." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1183/.
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A Participative Action Research methodology was used to investigate whether six young people with severe learning disabilities were able to express their views and aspirations during their transition planning meeting. Although the young people were able to make choices and communicate their views and aspirations in an often assertive manner, this did not guarantee that they were meaningfully included. Professionals and school staff were unaccustomed to including the young people which meant that they often used language that excluded them. The social positions of stakeholders and their associated power relationships were already well established, which meant that the professionals held the most privileged position during the transition meetings. It was unclear how the professionals would relinquish their power to ensure the young people were meaningfully included. This study proposes that the structure of transition planning should change if meaningful inclusion is to take place.
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Robertson, Christian Anton. "Understanding ethics in sustainability transitions : towards social learning for sustainable food systems." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86426.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: This thesis explores the importance of an appropriate understanding of ethics in sustainability transitions. Through a conceptual analysis, it finds that the dominant understanding of modernist ethics is unsuitable to the contexts of contingency in sustainability transitions, and that the participatory understanding of ethics as a complex system presents a far more adequate approach to the ethical complexity of socioecological systems. In particular, the strategy of 'practising provisionality' is suggested, which understands the process of ethical decision-making as a process of social learning. This argument is further supported by a critical reflection on the food system context. The present dangers and future uncertainties of sustainability transitions are issues of incredible complexity. Socioecological interactions can have unpredictable impacts on our ability to the needs of both current and future generations, like realising a sustainable food system. Moreover, there are difficult decisions that we also to make in such dilemmas, like the extent of natural resource exploitation, where normativity plays a large role. This means that these complex issues are also ethical issues. The importance of understanding ethics in sustainability transitions is, therefore, of great importance, since we will want to believe we are making the 'right' choices in these changing contexts. However, the understanding of ethics that dominates traditional scientific thinking and academic inquiries represents a paradigm of thought that is insensitive to complexity of socioecological systems, and is therefore, inadequate in addressing the ethical complexity of sustainability transitions. In the context of food systems, this is demonstrated in the linear emphasis on food production that dominates the ethics of realising sustainable food systems. This thesis argues that a more appropriate way of thinking about ethics in times of contingent contexts and socioecological change would have to account for complexity. In an acknowledgement of the complexity of ethics, it is argued that every decision has elements of moral consideration, and that there is also no way to know objectively whether the respective decision was morally 'right' or 'wrong'. Such an understanding of complex ethics would, therefore, emphasise the importance of recursively reasoning through every ethical decision to address any reductionisms of complexity; adopting an attitude of modesty and openness towards dialogue, and adopting a student mentality of social learning that would improve upon one's complex ethical reasoning. Subsequently, the paradigmatic shift of a complex approach to ethics is more adequate in understanding ethics in sustainability transitions.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die belangrikheid van 'n toepaslike begrip van etiek in volhoubaarheidsoorgange. Die bevinding van hierdie konseptuele analise is dat die oorheersende begrip van modernistiese etiek ongeskik is in die volhoubaarheidsoorgang konteks van gebeurlikheid en dat die deelnemende begrip van etiek as 'n komplekse sisteem 'n baie meer toepaslike benadering is tot die etiese kompleksiteit van sosioekologiese sisteme. Die strategie van 'praktiese voorlopigheid' word in die besonder voorgestel. Dit sien die proses van etiese besluitneming as 'n proses van sosiale leerwyse. Die argument word verder ondersteun deur die kritiese refleksie op die voedselsisteem konteks. Die huidige gevare en toekomstige onsekerheid van volhoubaarheidsoorgange is geweldige ingewikkelde strydvrae. Sosioekologiese interaksies kan onvoorsiene impakte hê op ons vermoeëns om die behoeftes van beide huidige en toekomstige generasies aan te spreek, soos om volhoubare voedselsisteme te laat realiseer. Verder is daar moelike besluite wat geneem moet word tydens sulke dilemmas, soos die mate waartoe ons natuurlike bronne geeksploiteer word, waar normativiteit 'n groot rol speel. Dit beteken dat hierdie komplekse strydvrae ook etiese strydvrae is. Die belangrikheid van die begrip van etiek in volhoubare oorgange is derhalwe van groot belang, aangesien ons wil glo ons neem die regte besluite in hierdie veranderende kontekste. Die begrip van etiek wat die traditionele wetenskaplike denkwyse en akademiese navrae domineer, kom egter voor as 'n paradigmiese denkwyse wat onsensitief is ten opsigte van die kompleksitiet van die sosioekologiese sisteme, en dus tekortskiet in die hantering van die etiese kompleksitiet van volhoubare oorgange. In die voedselsisteem konteks word dit gedemonstreer in die liniêre klem wat op voedselproduksie geplaas word, wat die etiek van die realisasie van voedselsisteme domineer. Hierdie tesis redeneer dat 'n meer paslike denkwyse omtrent etiek in tye van gebeurlike kontekste en sosioekologiese veranderinge sal moet rekenskap gee van kompleksitieit. In die erkenning van die kompleksiteit van etiek, word dit geredeneer dat elke besluit 'n element van morele oorweging het, en dat daar ook geen manier is om objektief te weet of die respektiewe besluit moreel 'korrek' of verkeerd' is nie. So 'n begrip van komplekse etiek sal, dus die belangrikheid van konstante redenering in elke etiese besluitneming beklemtoon, om enige reduksionisme van kompleksiteit aan te spreek. Dit geskied deurmiddel van 'n houding van beskeidenheid en oopheid tot dialoog, en die aanneming van 'n studente mentaliteit van sosiale leerwyse wat 'n komplekse etiese redenering kan verbeter. Gevolglik, is die paradigmatiese verskuiwing van 'n komplekse benadering tot etiek meer paslik in die begrip van etiek in volhoubaarheidsoorgange.
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Kung, Shuk Mei. "Discipline and female subjects : an analysis of women's experience in the learning and using of female underwear." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/230.
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Moritz, Hugo. "A comparative study of machine learning algorithms for Document Classification." Thesis, Uppsala universitet, Informationssystem, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-414709.
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In a more digitalized world, companies with e-archive solutions want to be part of the usage of modern methods to develop their business. One method is to automatically classify the content of the documents. A common approach is to apply machine learning, also known as document classification. There is a lack of updated research on comparing different machine learning algorithms. Also, in the context of whether more modern methods as neural networks are better than more statistical traditional/classic machine learning methods. The document classification process goes through pre-processing, feature selection, document representation and training and testing of the classifiers. Implementation of five different machine learning methods, with different stemming and feature selection settings, presents result based on various classification metrics and time consumption. The result shows that the neural network classifier have as high accuracy as one of the traditional statistical classifiers SVM, but the neural network provides a higher computational time cost. More studies for the document classification area with other programming language and libraries may give interesting aspects to whether the differences can be determined even more.
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Khan, Sehra Y. "Can young people's emotional intelligence be promoted through the secondary school's Social and Emotional Aspects of Learning (SEAL) Programme?" Thesis, University of Southampton, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533243.
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Bollard, Martin. "Disability, relative poverty and gender : how men with learning disabilities perceive and experience the impact of social divisions on their health." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/57902/.
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This thesis explores how men with mild to moderate learning disabilities perceive and experience how disability, relative poverty and gender impact on their health. Its theoretical framework grounded in analysis of these social divisions, and informed by the men’s own accounts - previously neglected in research, reveals complex challenges affecting their health on a daily basis. Consistent with the thesis’ overarching perspective, key elements of a participatory approach were adopted in the fieldwork to ensure men with learning disabilities’ active research involvement. They comprised the steering group, and twenty men participated in qualitative interviews facilitated by accessible materials and detailed preliminary preparations. The findings showed the men were aware of health issues, but were grappling with the adverse health effects of impairment, including disabilist health care and victimisation. Low income associated with limited employment confined most men to relative poverty with negative effects on health. The findings demonstrated a sharp appreciation of masculinity. Marginalised by other men, they experienced health threatening abuse, but their resistance to conventional male disregard for health care, had positive implications for their health. The thesis provides a more informed, nuanced understanding of the adverse impact of different dimensions of social disadvantage on the health of men with mild to moderate learning disabilities. In doing so, it demonstrates the value of developing knowledge grounded in their perspectives and experience.
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Yeung, Fung-yi, and 揚鳳儀. "Academic, social and general self-concepts of students with learning disabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962671.
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Hurst, Elizabeth Mary. "Keep it tight : family, learning and social transformation in New Mexico, United States." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/16008.
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This dissertation examines learning as part of social transformation in a semi-rural town in New Mexico, United States. It incorporates a focus on young people through direct work with children and observations in school and argues that each person's understanding is historically emergent from what sense they make of the events of their personal history as this unfolds over time in intersubjective relations with others. This has implications for the ways in which Hispano/a and Latino/a people living in “Bosque Verde” make sense of concepts like respect, hard work and obligation, as well as how they think about family and children's wellbeing. The ways in which people experience and understand getting older and their movements from child to adult/parent and from parent to grandparent/elder are central to this process of making sense. As people age, what they know to be true transforms, as does how they perceive the effects of social change. For people living in Bosque Verde, this includes both the experience of contemporary social and economic shifts in New Mexico and the United States, as well as how people there have made sense of social marginalisation over the past century and back into the more distant past. Parents and elders manifest historical consciousness of these transformations in part through their concerns for children and their vulnerability in an insecure and unequal world. Children, however, constitute their own ideas about family, hard work, care and respect in ways that potentially transform their meaning, as well as the possibilities of their own futures. This thesis therefore describes ‘keeping it tight' in Bosque Verde as a microhistorical process that shapes how people understand and experience social relationships over the lifetime. This process, in turn, influences how people living there make sense of the past and imagine the future for themselves and others.
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Vidén, Gustav, and David Lidskog. "Integritet i utbyte för utbildningskvalité : Studenters perspektiv på datainsamling inom Learning Analytics." Thesis, Uppsala universitet, Institutionen för informatik och media, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-416202.
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Syftet med denna studie var att undersöka vilken data studenter är villiga att dela inom Learning Analytics-sammanhang och om målen med Learning Analytics motiverar studenters villighet att dela data. Studien utfördes på 110 studenter från Uppsala universitet. Resultatet visade en trend där majoriteten av den data studenterna är villiga att dela är relaterade till studier. Resultaten visade också en trend där majoriteten av studenterna ansåg att målen med Learning Analytics motiverar deras villighet att dela data. Vår slutsats är att transparens kan bidra till en högre samarbetsvilja mellan studenter och institution. Resultaten bidrar med ökad kunskap angående studenters åsikter inom Learning Analytics, ny empiri till forskningsområdet samt rekommendationer till praktiken. Vidare forskning behövs för att besvara varför studenterna är villiga att dela specifik data samt varför målen motiverar villigheten att dela data. Utöver detta bör vidare forskning fokusera på hur kulturella skillnader påverkar studenters åsikter för datadelning och om datahanteringen inom Learning Analytics påverkar studenters motivering till datadelningThe purpose of this study was to investigate what kind of data students are willing to share within the Learning Analytics context and whether the goals of Learning Analytics motivate students' willingness to share data. The study was conducted on 110 students from Uppsala University. The result showed a trend that the majority of the data students are willing to share are related to studies. The results also showed a trend that the majority of students felt that the goals of Learning Analytics motivate their willingness to share data. Our conclusion is that transparency can contribute to a greater cooperation between students and the institution. The results contribute by increasing knowledge about students' perceptions about Learning Analytics, adding new empirical data in the research field and forming recommendations for institutions. Further research is needed to answer why students are willing to share specific data and why the goals motivate the willingness to share data. In addition, further research should focus on how cultural differences affect students' views on data sharing and whether data management within Learning Analytics affects students' motivation for data sharing.
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Ramshaw, Elizabeth. "Social competence and moderate learning difficulties : a comparative study of pastoral care in mainstream and special secondary schools." Thesis, University of Gloucestershire, 2014. http://eprints.glos.ac.uk/1061/.
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This study is concerned with the pastoral care of pupils with Moderate Learning Difficulties in special and mainstream secondary schools. It explores the relationship between pastoral care and social outcomes. Since the agenda to include pupils with learning difficulties in mainstream schools was introduced, research has focused on academic results, leaving a gap in the educational knowledge base regarding the personal and social development of these learners. The study was undertaken in two phases, in one Further Education College, in the first term of the academic year. Phase one comprised semi-structured interviews with learners, all of whom had Moderate Learning Difficulties and had recently left secondary school. Interviews were undertaken with 26 students. Half of the participants had previously attended mainstream and half special schools. The second phase incorporated the whole cohort of students with Moderate Learning Difficulties who had embarked on their college career that term; 68 participants, again from special and mainstream schools. The results of the initial assessments conducted by a team of specialist professional staff were analysed. Particular consideration was given to the skills relating to social confidence and self-esteem. What emerged from the study was that the students who had attended special schools had received a high standard of individual pastoral care as opposed to their mainstream counterparts who had received little or none. There were marked differences between the two groups, with the learners who had previously attended special schools demonstrating significantly higher levels of social confidence and self-esteem. The research indicated that there is an association between the quality of pastoral care and that of social outcomes for pupils with Moderate Learning Difficulties. The study concludes with recommendations to all levels of education, from policy makers to practitioners. These are intended to enable all secondary schools pupils with Moderate Learning Difficulties to benefit from robust and effective pastoral care which will produce positive social outcomes.
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Byron, Amanda Smith. "Storytelling as Loving Praxis in Critical Peace Education: A Grounded Theory Study of Postsecondary Social Justice Educators." PDXScholar, 2011. http://pdxscholar.library.pdx.edu/open_access_etds/245.
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Looking through the philosophical lens of love, this study seeks a deeper understanding and appreciation of how postsecondary social justice educators use storytelling, in the context of critical peace education, to create social change. This research explores the guiding question of how storytelling is used to encourage social change and to inspire action toward the goal of greater social justice. The argument for the importance of this research is located within the crisis of neoliberalism, where the very tenets of democratic education are being challenged by an educational agenda that favors standards-based learning and employment training over the critical and analytical thinking skills required for democracy to flourish. The results of this study identify storytelling as a method of ideology critique, and locate it within a larger process of loving praxis. A theoretical model of loving praxis is offered to explain how postsecondary social justice educators engage story as an action that leads to the goal of social justice. The steps in the model describe how valuing the common good motivates social justice educators to take action through storytelling, toward the outcome of building transformation, voice, and agency within students as a means to build greater social justice. The sense of possibility that is cultivated in this process re-engages the cycle by validating the value of and hope for the common good.
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Downey, Christopher John. "Utilising a school effectiveness approach to measuring non-cognitive outcomes for the Social and Emotional Aspects of Learning (SEAL) programme." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/366259/.
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This study applies a school effectiveness approach to determining the nature and the extent of effects of non-cognitive outcomes of schooling, specifically in relation to the SEAL programme. The focus is on the potential to evaluate gains made through universal SEAL provision, as well as via intensive Family SEAL intervention for groups of children and their parents/carers. The research was undertaken within primary and secondary schools located in one English Local Authority region. An extensive literature review of measures of student and school level academic progress in the cognitive domain shows how such measures have built on the insights of school effectiveness research and this leads to a consideration of studies of similar design focusing on non-cognitive outcomes of schooling, and the size of school and class level effects related to them. Data from around 2000 students was used to determine a measurement model for a survey of SEAL related outcomes, and across a period of approximately 18 months, over 8500 students from 55 schools were eventually surveyed. Multilevel modelling of data on 7 non-cognitive dimensions derived from the survey was used to determine the proportion of the variance located at the student, class and school levels for each of the dimensions. Associations between each dimension and a range of student and school level factors were also investigated. Significant associations were found to occur between non-cognitive outcomes and factors such as students’ age, gender and whether they had experience with bullying behaviours. There was some limited evidence of associations for peer-effects of bullying and the mean socioeconomic status for some of the non-cognitive dimensions. Class and especially school level effects were found to be appreciably smaller than those observed for cognitive outcomes of schooling which was broadly in line with the findings of previous research in this area. A small scale evaluation of the impact of Family SEAL provided tentative evidence that gains from engaging in this intervention are most likely to be made by students causing concern in their social and emotional development, and that these gains are most likely to be observed at school rather than at home. The limitations of each element of the study were considered and taken into account in making a number of recommendations for practice in schools and local and national level policy making.
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Runesvall, Jonna, Gren Kajsa Sahlström, and Lenna Truncale. "Eco Kids - Developing a learning game for children with the aspects of user-centered design, social behavior and reward systems." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23531.
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This paper focuses on how to design a childrens game to help them realize that they can have a positive influence on the environment. We present a detailed description and analysis of our work process from brainstorming to the discussions after playtesting our prototype. Playing while learning has been the motivation of our work which is divided into three specific topics: How to involve the users in the design process, what type of social aspects exist in our game, and the importance of a feedback and reward system in the game. We look upon earlier research and examples within these three areas. We designed our game from a user centered perspective to make the users influence and encourage a discussion and awareness about environmental questions in a way that isnʼt negative. While designing our game we wanted to shed a positive light upon a serious issue and bring the environment into the topics of play and fun. In our research we discoverd that focusing on small subjects and tasks the children started to discuss the complex theme of the environment. We focus on the interaction with the children and using their influence to make decisions in our design process. Involving them helped us to see that there is not only one way of learning. In this game, the users learned from engagement and discussion, which ended up being the most important part of the game play.
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Ikeda, Kazuko. "A descriptive study of the relationship between cultural sensitivity in the acculturation process and the second language learning process." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/3442.
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This is a study to investigate the association between the cultural sensitivity in the acculturation process and the second language learning process. This study is also a partial replication of the study by William Acton (1979) who developed the Professed Difference in Attitudes Questionnaire (PDAQ), which is utilized as a measurement instrument in this study. Acton's concept of socio-cultural equidistant is interpreted from the intercultural communication point of view. The results of the hypothesis testing are inconclusive and incongruous with Acton's study.
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Wohlin, Teixeira Edvin, and Sandra Nutti. "Self-regulatory learning in e-learning : An investigation of the onboarding phase." Thesis, Umeå universitet, Institutionen för informatik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-150165.
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Organisations are increasingly using e-learning as a tool to train employees due to its flexibility and cost-efficiency. Training and development plays a central part in onboarding of new employees where e-learning is used to help new employees getting up to speed in their roles and become an effective member in the organisation. Self-regulatory learning is an important theory to consider when managing learning in organisations. It provides insight on what learners do in educational environments in order to learn, and what important underlying behaviours that make a learning process flourish. Researchers call for an examination of the learning process of e-learners. Understanding learning processes can deepen our understanding of what support employees need and thereby provide important insights in how to support learners during e-learning. This paper presents a qualitative study, which applies four elements of self-regulatory learning to the phenomenon of e-learning during onboarding in IT-organisations. The aim is to understand new employees e-learning processes in their new roles. Our findings display the prevalent role of goal setting and help seeking during onboarding. This research identifies different types of goals and how a combination of distant and proximal goals provide learners with a good foundation for professional development during onboarding. Furthermore, we acknowledge the importance of help seeking within the organisational context and its vital role in early stages of using e-learning systems.
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Williams, Kevin. "Using experiential learning to facilitate pharmacy students' understanding of patients' medication practice in chronic illness." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1003955.
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This study originates from experiences which led me to question the way pharmacists are equipped to advise and support the medicine-taking practice of patients using chronic medication. The study offers a critical theoretical consideration of underlying perspectives informing pharmacy education. I propose following a critical realist ontological perspective, a social realist understanding of social structure and human agency, and a sociocultural epistemology. Based on these perspectives, I consider a sociological critique of ‘health’, ‘disease’, ‘illness’ and ‘sickness’ perspectives on medicine-taking, and of pharmacy as a profession. I then propose an experiential learning approach, with an emphasis on developing reflexivity through affective learning. I follow this with an illustrative case study. Following a critical discourse analysis of student texts from the case study, I conclude that there is evidence that experiential learning may prove useful in developing pharmacy students’ reflexive competency to support the provision of pharmaceutical care to patients using chronic medications.
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Andersson, Annika. "Learning to learn in e-Learning : constructive practices for development." Doctoral thesis, Örebro universitet, Handelshögskolan vid Örebro universitet, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-10354.
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This thesis concerns technology use in distance educations and learning practices related to this use. The research was carried out over the period 2005 to 2009 in Bangladesh and Sri Lanka and has been reported in 6 published papers. The research is situated within the field of Information and Communication Technologies for Development (ICT4D) and within this field e-learning. Education is important for development and for many students in developing countries distance education is often the only option to get educated. The research question is if the use of Information and Communication Technology (ICT) in distance education can contribute to development, and if so, how? This question is explored through two case studies in Sri Lanka and Bangladesh. A variety of data collection methods have been used: interviews, questionnaires, participant observations and document review. The research approach is interpretative and findings are analyzed using Structuration Theory. Initial findings showed that a major challenge for students was the change of learning practices that distance education required. Findings also showed that new constructive learning practices emerged through the use of ICT. For development to take place the learning practices of students are important. Students used to learning practices based on uncritical memorization of facts will not easily take initiatives for change, whereas students used to constructive learning practices will. Notwithstanding the fact that most students found this transition challenging, it was found that by introducing technology into long-established transmission structures, changes towards constructive learning practices occurred. A major contribution of this thesis is to increase the understanding of how ICT in distance education can facilitate constructive learning practices. By arguing that constructive learning practices are conducive to societal change this finding also has implications for development. The thesis also makes a theoretical contribution by extending Structuration Theory’s applicability in demonstrating its explanatory power in settings where researcher and informants are geographically and socially distant.
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Dykes, Glynnis Zena. "An inquiry into the role of adverse childhood experiences in teaching and learning in social work." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96119.
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Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The impetus for this study is contextualised within social work teaching and learning and arose from the emergence of adverse childhood experiences (ACEs) of social work students. The researcher had become increasingly interested in the ways in which these ACEs impacted on students in social work classrooms and felt compelled to enquire what the responses of teaching and learning in social work should be. The rationale for the study was further established by the dearth of research in this focal area. The research goal was to gain an understanding of the experiences of third-year students and the perspectives of social work teachers with regard to the role of adverse childhood experiences during teaching and learning activities and to recommend meaningful teaching practices. There were seven research objectives that focused on obtaining theoretical perspectives from the literature and on exploring and describing the adverse childhood experiences of students within the context of teaching and learning in social work. The research objectives generated the central research question: What are the learning experiences of third-year social work students at a South African university with regard to the role of their own adverse childhood experiences? A qualitative approach and case study design was deemed the most appropriate research philosophy and method to address the study’s objectives and central research question. The case study design was used to explore how individuals (third-year social work students at the University of the Western Cape) experienced a particular phenomenon (in this case adverse childhood experiences) in relation to teaching and learning within a social work context. To provide credence to the two purposes of this research, namely exploring and describing, two methods and two sources of data were utilised: (i) a reflective assignment in a specific social work third-year module from which 20 assignments were selected using purposive sampling; and (ii) individual interviews with ten student participants (derived from the sample of assignments) and two teaching staff participants. Three overarching topics emerged from the findings, namely the adverse childhood experiences of student participants; the after-effects of adverse childhood experiences in the context of teaching and learning in social work; and suggestions by participants for social work teaching and learning in the context of adverse childhood experiences. Each topic was delineated further into themes, sub-themes, and categories. The conclusions are that there was compelling evidence showing students to have endured formidable adverse childhood experiences; that students experienced overwhelming emotional reactions and responses during teaching and learning that exposed vicarious traumatisation; and that gaps present in current teaching and learning practices in social work render these practices insufficient to meet the learning needs of students. Three core recommendations relating to teaching and learning are offered: To develop the content of professional learning in the social work curriculum regarding the professional use of self, self-awareness and virtue ethics; to reconstruct and reaffirm the signature pedagogy regarding teaching and learning approaches and methods in social work; and to align fieldwork and placement learning with student profiles while also focusing on lecturer attentiveness and responsiveness.
AFRIKAANSE OPSOMMING: Die impetus vir hierdie studie is vervat in die onderrig en leer in maatskaplike werk van maatskaplike werk studente wat afbrekende kindertydse ervarings (AKE’s) deurgemaak het. Die navorser, wie se belangstelling al hoe meer geprikkel is deur die wyse waarop hierdie AKE’s studente in maatskaplike werk in die lesingsaal beïnvloed, is genoodsaak om inligting in te win oor wat die reaksie op onderrig en leer in maatskaplike werk behoort te wees. Die rasionaal vir die studie is verder deur die gebrek aan navorsing in hierdie fokusarea versterk. Die doel van die navorsings was om begrip vir die ervarings van derdejaarstudente en die perspektiewe van maatskaplikewerkdosente te ontwikkel oor die rol van AKE’s tydens onderrig- en leeraktiwiteite, en om betekenisvolle onderrigpraktyke aan te beveel. Die fokus van die sewe navorsingsdoelwitte was die inwin van teoretiese perspektiewe, asook die eksplorering en beskrywing van studente se AKE’s binne die konteks van die onderrig en leer van maatskaplike werk. Die navorsingsdoelwitte het die sentrale navorsingsvraag gegenereer: Hoe ervaar derdejaarstudente hul eie afbrekende kindertydse ervarings in maatskaplike werk aan ’n Suid-Afrikaanse universiteit? n Kwalitatiewe benadering en gevallestudiemetode is as geskikte metodes beskou om die studie se doelwitte en sentrale navorsingsvraag te ondersoek. Die gevallestudiemetode is gebruik om na te vors hoe individue (derdejaarstudente in maatskaplike werk aan die Universiteit van Wes-Kaapland) ’n spesifieke fenomeen (in hierdie geval AKE’s) ten opsigte van onderrig en leer binne die konteks van maatskaplike werk ervaar. Om geloofwaardigheid te verleen aan die twee doelwitte van hierdie navorsing, naamlik ’n verkennings ondersoek en beskrywing, is van twee metodes en twee databronne gebruik gemaak: (i) ’n Reflektiewe taak in ’n spesifieke derdejaarmodule in maatskaplike werk waaruit 20 take met behulp van ’n doelbewuste steekproef gekies is; en (ii) individuele onderhoude met tien deelnemende studente (gekies uit die steekproef van take), en twee deelnemende dosente. Drie oorkoepelende onderwerpe het uit die bevindinge na vore gekom, naamlik die AKE’s van studentedeelnemers; die nagevolge van afbrekende kindertydse ervarings binne die konteks van die onderrig en leer van maatskaplike werk; en voorstelle van deelnemers vir onderrig en leer van maatskaplike werk binne die konteks van AKE’s. Elke onderwerp word verder in temas, subtemas en kategorieë weergegee. Die gevolgtrekking is dat oortuigende bewyse bestaan wat toon dat studente ontsaglik AKE’s deurgemaak het; dat studente oorweldigende emosionele reaksies en response ervaar tydens onderrig en leer wat tot indirekte traumatisering lei; en dat daar tekortkominge is in die huidige onderrig- en leermetodes vir maatskaplike werk wat nie genoegsaam aandag gee aan die leerbehoeftes van studente nie. Daar is drie kernaanbevelings rakende onderrig en leer: Om die omvang van professionele leer ten opsigte van die professionele gebruik van die self, selfbewustheid en deugsaamheid in die maatskaplike werk-kurrikulum te ontwikkel; om maatskaplike werk se kenmerkende pedagogie oor onderrig- en leerbenaderings en metodes te rekonstrueer en te herbevestig; en om praktiese plasing en leer tydens plasing met die profiel van ’n student te belyn, terwyl die fokus ook op die oplettendheid en reaksie van die dosent moet wees.
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Farrow, Soyna Hester, and Donna Marie Monroe. "Social work students: The learning of professional values in a graduate program." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1843.
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Smith, Alan J. "Children with specific learning difficulties of mathematics and reading behavioural, emotional, and social problems : and research portfolio /." Thesis, Connect to e-thesis, 1997. http://theses.gla.ac.uk/1071/.
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Roderus, Jens, Simon Larson, and Eric Pihl. "Hadoop scalability evaluation for machine learning algorithms on physical machines : Parallel machine learning on computing clusters." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20102.
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The amount of available data has allowed the field of machine learning to flourish. But with growing data set sizes comes an increase in algorithm execution times. Cluster computing frameworks provide tools for distributing data and processing power on several computer nodes and allows for algorithms to run in feasible time frames when data sets are large. Different cluster computing frameworks come with different trade-offs. In this thesis, the scalability of the execution time of machine learning algorithms running on the Hadoop cluster computing framework is investigated. A recent version of Hadoop and algorithms relevant in industry machine learning, namely K-means, latent Dirichlet allocation and naive Bayes are used in the experiments. This paper provides valuable information to anyone choosing between different cluster computing frameworks. The results show everything from moderate scalability to no scalability at all. These results indicate that Hadoop as a framework may have serious restrictions in how well tasks are actually parallelized. Possible scalability improvements could be achieved by modifying the machine learning library algorithms or by Hadoop parameter tuning.
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Hughes, Lewis Bernard, and l. hughes@enviro-sys com au. "Applying outcomes of lifelong learning to organisational achievement." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080521.085701.
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The focus of this doctoral research study is making the most what a person knows and can do, as an outcome from their lifelong learning, so as to better contribute to organisational achievement. This has been motivated by a perceived gap in the extensive literature linking knowledge with organisational achievement. Whereas there is a rich body of literature addressing the meta-philosophies giving rise to the emergence of learning organisations there is, as yet, scant attention paid to the detail of planning and implementing action which would reveal individual/organisational opportunities of mutual advantage and motivate, and sustain, participation at the day-to-day level of the individual. It is in this space that this dissertation seeks to contribute by offering a mechanism for bringing the, hindsight informed, response but thats obvious into the abiding explicit realm at the level of the individual.
In moving beyond the obvious which is prone to be overlooked, the emphasis on better in the introductory sentence, is very deliberately made and has a link to awakening latent individual, and hence organisational, capabilities that would otherwise languish. The evolved LCM Model a purposeful integration valuing the outcomes from lifelong learning (the L) with nurturing a culture supporting this outcome (the C) and with responsiveness to potentially diverse motivations (the M) is a reflective device for bringing otherwise tacit, and latent, logic into the explicit realm of action.
In the course of the development of the model, a number of supplementary models included in this dissertation have evolved from the research. They form a suite of devices which inform action and lead to making the most of what an individual knows and can do within the formal requirements of a job and within the informal influences of a frequently invisible community of practice.
The initial inquiry drew upon the views and experiences of water industry engineering personnel and training facilitators associated with the contract cleaning and waste management industries. However, the major research occurred as an Emergency Management Australia (EMA) project with the Country Fire Authority (CFA) as the host organisation. This EMA/CFA research project explored the influence of making the most of what a CFA volunteer knows and can do upon retention of that volunteer. In its aggregate, across the CFA volunteer body, retention is a critical community safety objective.
A qualitative research, ethnographic in character, approach was adopted. Data was collected through interviews, workshops and outcomes from attempts at action research projects. Following an initial thirteen month scoping study including respondents other than from the CFA, the research study moved into an exploration of the efficacy of an indicative model with four contextual foci i.e. the manner of welcoming new members to the CFA, embracing training, strengthening brigade sustainability and leadership. Interestingly, the research environment which forced a truncated implementation of action research projects was, in itself, an informing experience indicative of inhibitors to making the most of what people know and can do. Competition for interest, time and commitment were factors governing the manner in which CFA respondents could be called upon to explore the efficacy of the model, and were a harbinger of the influences shaping the more general environment of drawing upon what CFA volunteers know and can do.
Subsequent to the development of the indicative model, a further 16 month period was utilised in the ethnographic exploration of the relevance of the model within the CFA as the host organisation. As a consequence, the model is a more fully developed tool (framework) to aid reflection, planning and action. Importantly, the later phase of the research study has, through application of the model to specific goals within the CFA, yielded operational insight into its effective use, and in which activity systems have an important place.
The model now confidently styled as the LCM Model has three elements that when enmeshed strengthen the likelihood of organisational achievement ; and the degree of this meshing, as relevant to the target outcome, determines the strength of outcome. i.e. -
Valuing outcomes from learning:
When a person recognises and values (appropriately to achievement by the organisation) what they know and can do, and associated others recognise and value what this person knows and can do, then there is increased likelihood of these outcomes from learning being applied to organisational achievement.
Valuing a culture that is conducive to learning:
When a person, and associated others, are further developing and drawing upon what they know and can do within the context of a culture that is conducive to learning, then there is increased likelihood that outcomes from learning will be applied to organisational achievement.
Valuing motivation of the individual:
When a persons motivation to apply what they know and can do is valued by them, and associated others, as appropriate to organisational achievement then there is increased likelihood that appropriately drawing upon outcomes from learning will occur.
Activity theory was employed as a device to scope and explore understanding of the issues as they emerged in the course of the research study. Viewing the data through the prism of activity theory led not only to the development of the LCM Model but also to an enhanced understanding of the role of leadership as a foundation for acting upon the model.
Both formal and informal leadership were found to be germane in asserting influence on empowering engagement with learning and drawing upon its outcomes. It is apparent that a leaderful organisation, as postulated by Raelin (2003), is an environment which supports drawing upon the LCM model; and it may be the case that the act of drawing upon the model will move a narrowly leadership focused organisation toward leaderful attributes.
As foreshadowed at the beginning of this synopsis, nurturing individual and organisational capability is the guiding mantra for this dissertation - Capability embraces competence but is also forward-looking, concerned with the realisation of potential (Stephenson 1998, p. 3). Although the inquiry focussed upon a need for CFA volunteer retention, it began with a broader investigation as part of the scoping foundation and the expanded usefulness of the LCM Model invites further investigation.
The dissertation concludes with the encapsulating sentiment that You have really got to want to. With this predisposition in mind, this dissertation contributes to knowledge through the development and discussion of the LCM model as a reflective device informing transformative learning (Mezirow and Associates 1990). A leaderful environment (Raelin 2003) aids transformative learning accruing to the individual and the organisation - through engendering and maintaining making the most of knowledge and skill motivating and sustaining the will.
The outcomes from this research study are a strong assertion that wanting to make the most of what is known and can be done is a hallmark of capability. Accordingly, this dissertation is a contribution to the how of strengthening the capability, and the commitment to applying that capability, of an individual and an organisation.
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Pombo, Fernanda Mariano Zacarias. "Ensino de química na EJA na perspectiva CTS: uma proposta metodológica a partir da automedicação." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2074.
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Acompanha: Ensino de química na EJA na perspectiva CTS: a partir da automedicaçãoO ensino de Química para a Educação de Jovens e Adultos (EJA) deve ser trabalhado de forma diferenciada em relação ao ensino regular, devido à especificidade da modalidade. A partir disso, essa pesquisa, que apresenta como proposta metodológica a temática automedicação, na abordagem Ciência Tecnologia e Sociedade (CTS), pode contribuir para ensinar Química na EJA, considerando o público dessa modalidade. Para isso, tem como objetivo identificar, propostas voltadas à EJA, desenvolver uma sequência de aulas a partir da temática "automedicação para o ensino de Química na EJA, na perspectiva CTS", avaliar o desenvolvimento da sequência de aulas e apresentar um Caderno de Orientações Pedagógicas. A temática propõe discutir as principais situações e/ou problemas de saúde enfrentados pelas pessoas, em especial os estudantes da EJA, trabalhando o conteúdo de forma contextualizada e, ainda, identificar a contribuição, colaborando na discussão e reflexão, valorizando a construção do conhecimento científico e o cotidiano do sujeito para tomadas de decisões e preparando o estudante para questionar, participar e construir coletivamente respostas para problemas sociais. Fundamentada na abordagem qualitativa, a pesquisa é caracterizada como pesquisa-ação. Os interlocutores envolvidos para esta pesquisa foram a professora pesquisadora da disciplina de Química e 18 estudantes, com idade entre 19 e 34 anos, de uma turma de Química da EJA, que estudam no período noturno, do CEEBJA Professora Laís Miqueloto, localizado na cidade de Curitiba–PR. O estudo no colégio foi desenvolvido no primeiro semestre de 2016. Para o levantamento de dados foram utilizados triangulação múltipla a partir dos instrumentos com roda de conversa, questionário, filmagem, registros da professora pesquisadora, registros dos estudantes e a produção de um jogo de papéis gerado durante a aplicação da metodologia, com o propósito de analisar as respostas dos estudantes sobre o assunto, sendo que esses se constituíram o corpus da pesquisa, na qual utilizou-se a Análise Textual Discursiva (ATD). A partir da ATD podem ser geradas categorias a priori, e após analisar os dados coletados de cada instrumento, as possíveis categorias emergentes. De acordo com a análise, considera-se que por meio da sequência de aulas, abordando a temática automedicação, é possível contribuir com as propostas metodológicas voltadas a esta modalidade de ensino, uma vez que permitiu a apropriação e a contextualização do conhecimento por meio da abordagem CTS, colaborando significativamente para a compreensão do conhecimento científico e das suas inter-relações com a sociedade e a tecnologia. Os resultados obtidos podem ser um ponto de partida para pesquisas futuras, com o intuito de melhorar a formação dos estudantes e contribuir na tomada de decisão e para que sejam capazes de opinar sobre aspectos do cotidiano. Após a análise dos dados gerados com o uso dos instrumentos, foi desenvolvido um Caderno de Orientações Pedagógicas como produto final da pesquisa, sendo este um item obrigatório no mestrado profissional.
The teaching of Chemistry for the Education of Young and Adults (EJA), must be worked in a differentiated way in relation to the regular education, due to the specificity of the modality. From this, the research presents as a methodological proposal on the subject of self-medication, in the approach Science Technology and Society (STS) can contribute to teach Chemistry in the EJA, considering the specificity of the public of this modality. To do so, it aims to identify, analyze proposals aimed at this modality, develop a sequence of classes from the subject of self-medication for the teaching of Chemistry in the EJA in the STS perspective, evaluate the development of the sequence of classes and present a Notebook of Pedagogical Guidelines. The theme proposes to discuss the main health situations and / or problems faced by people, especially those students of the EJA from this subject, working the content in a contextualized way, also to identify the contribution of this subject in the teaching of Chemistry. As well as collaborating in the discussion and reflection, valuing the construction of scientific knowledge and the daily life of the subject for decision making, and also preparing the student to question, participate and collectively build responses to social problems. Based on the qualitative approach, research is characterized as action research. The interlocutors involved in this research were the research professor of the chemistry discipline and 18 students, aged between 19 and 34 years, from a chemistry class of the EJA, at night, of the CEEBJA Professor Laís Miqueloto, in the city of Curitiba – PR. The study in the college was developed in the first half of 2016. For the data collection, multiple triangulation was used from the conversation wheel, questionnaire, filming, researcher's records, student records and the production of a set of papers generated during the application Of the methodology, with the purpose of analyzing the students' answers on the subject. Being that these constituted the corpus of the research, in which the Discursive Textual Analysis (DTA) was used. From DTA, a priori categories can be generated, and after analyzing the data collected from each instrument the possible emergent categories. From the analysis, it is considered that through the sequence of classes addressing the subject of self-medication can contribute with the methodological proposals focused on this modality of teaching, since it allowed the appropriation and contextualization of knowledge through the STS approach, Contribute significantly to the understanding of scientific knowledge and its interrelationships with society and technology. The results obtained can be a starting point for future research, in order to improve student training and contribute to decision making and to be able to comment on aspects of daily life. After analyzing the data generated with the use of the instruments, a Pedagogical Guidelines Book was developed as the final product of the research, which is a mandatory item in the professional master's degree.
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Heo, Gyeong Mi 1971. "Learning in an informal web-based community of practice : a study of community, interpersonal, and individual planes." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115653.
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This thesis focuses on investigating learning occurring in a web-based community of foodservice professionals, which is informally structured and based on voluntary participation, using concepts from the "communities of practice" (CoP) (Wenger, 1998) paradigm. As an informal learning environment, the web-based community was investigated based on three planes (Rogoff, 1998): Community (i.e., how does learning occur in the web-based community?), Interpersonal (i.e., how does learning occur between participants of the web-based community?), and Individual (i.e., how does individual learning occur through participating in the web-based community?).Under the umbrella of the online ethnographic approach, I applied mixed-method research combining multiple data sources (i.e., discussion transcripts, online survey, online interviews, ethnographic observation, and other documents) and analytical methods (i.e., descriptive framework for CoP, content analysis, transcript analysis, and descriptive statistics).
In terms of the community plane, the web-based community was explored by applying the descriptive framework for communities of practice consisting of observable and measurable indicators in terms of organization, participation, and outcome. With regard to the interpersonal plane, I explored how learning occurs between participants of the WBC: How do participants interact with each other and what do they share through their interactions? To do that, the processes of interaction and learning were examined according to the size of threads (i.e., small, medium, and large sizes). For the individual plane, I examined (a) individuals' epistemological beliefs and (b) individuals' change of roles in relation to the degree of participation. Based on the results investigated in each plane, I discussed general characteristics of this web-based community as informal learning environment, effective features fostering interaction and learning in this web based community, and possible trajectories of the web-based community evolving for a community of practice.
The importance of this study lies in its contributions to the conceptual framework (i.e., descriptive framework for communities of practice) and the methodological approach (i.e., multi-layered analytical approach) developed and applied in this thesis. The descriptive framework enables us to identify some defining features that distinguish communities of practice from other structures and hence to establish guidelines for monitoring how communities of practice evolve and what makes them evolve in successful ways. In addition, this study offers useful implications for designing and supporting web-based communities even in formal and non-formal learning environments. Because this study employed an exploratory, interpretive approach and concentrated on the breadth of learning in a web-based community through different planes, the results offer broader aspects of learning rather than specific, intensive issues of learning in this web-based community. Therefore, further studies are suggested along with the issues derived from this thesis.
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Brook, Christopher. "Exploring community development in online settings." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/835.
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As educators and training providers embrace online technologies, some researchers posit that the development of a learning community is perhaps the most fundamental goal of online instructors (Hiltz, 1997). The process for developing and maintaining learning communities, however, remains unclear (Bonk & Wisher, 2000; PaJloff & Pratt, 1999). This study sought to provide insight into factors that influence community development through an exploration of the community experience in online settings. To do this, it was necessary to establish an understanding of the community construct through an extensive review of contemporary literature. A review of the online learning community literature was conducted to provide a broader perspective on the process for developing a learning community and to ensure that current knowledge informed the study. As a consequence of the expansive literature review a framework to guide the exploration of the community experience in online settings was designed. This framework identified pre-existing factors as well as instructor actions that influence community development in a chain if events that concludes with the community experience. The research took the form of a multi case study methodology based on the qualitative research paradigm conducted over a one:-semester period. Data gathering processes were based on Grounded Theory (Strauss, 1987) utilising course related discourse, instructor interviews, observations and the , Sense of Community Index (Chavis, Hogge, McMillan, & Wandersman, 1986). Data analysis utilised a constant comparative approach in the data coding and management processes. Data was categorised according to factors that demonstrate community development, the elements of SOC and emergent themes. Findings were presented as an aggregation of all courses to provide an expansive view of factors that influence community development. Findings suggest that the Model developed to guide the study provides a robust framework that is useful in investigating the sense of community experienced in online settings. Numerous pre-existing factors that limit community development were identified. However, instructor actions that promote community development, and in some instances overcome limitations presented by pre-existing factors, were also identified. The interrelationship between these factors was seen to influence in various ways the sense of community experienced by students in the each of the settings. The major implications of the study are that instructors will inevitably encounter pre-existing conditions that will limit community development. Given the context specific nature of the community experience it is difficult for researchers to provide a discrete set of design principles that will account for all considerations in the process of community development. It is the instructor who is in the position to ascertain the most effective strategies to overcome factors that limit community development. The Model developed in this study, provides a robust framework for identifying pre-existing factors that are likely to influence community development. The Model also provides a strong framework for guiding instructors in the selection of instructional strategies that promote community development. At the conclusion of the thesis factors that serve to limit the generalisability of findings are described and suggestions 'for future research are provided.
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Costanzo, Marna S. "Aspects of memory in the Damaraland mole-rat, Cryptomys damarensis spatial learning and kin recognition /." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07032007-130259.
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Nolan, Sarah. "Blended Learning, Blended Lives: School One-to-One Programs, Control Societies, and Late Capitalist Subjectivity." Digital Commons @ Butler University, 2015. http://digitalcommons.butler.edu/grtheses/269.
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In his 2011 article "Florida Reformers Got It Right," William Mattox uses his son Richard as an example of the benefits of hybrid education, or blended learning, which allows students to combine traditional classroom-based instruction with online schooling. Mattox only briefly praises the benefits of his son's opportunity for customized instruction, and he never tells his reader about the types of classes his son took, or how those classes helped his son reach greater achievements in co llege. Instead, he focuses his attention and (and about half his word count) on the network of acquaintances his son was able to develop by choosing a hybrid schooling option, in tum celebrating how those social relationships helped his son succeed in a voter-based talent contest, where the person with the most "likes" wins the award. Hybrid schooling might provide an excellent, customized education for its students, but its more significant feature, according to Mattox, seems to be the way it allows students to create a network where they can tap into a diverse group of markets to leverage the value of their personalities to become successful. While the hybrid schooling experience of Richard Maddox is not typical of most students, the importance of one's personal network and popularity as a form of social currency are typical of students in contemporary classrooms.
Students in school today are learning much more than the standard reading, writing, and arithmetic, and they are learning it in different ways. Gone are the days of the distinct public and private spheres where school, work, and home were each given clearly defined spaces. Since the early 1990s, the home has been increasingly intruded upon as technological innovation and the continued growth of the internet have allowed employees and students to work from places other than the office or school (most notably, the home), redefining not only the location, but also the time of work. Work does not need to end at five o'clock, or school at 3:30, because employees and students can complete their work at whatever time is most appropriate to them.
Now, more than twenty years after these mobile technologies began their assault on the home, the insulated and separate spheres of home, work, and school are almost completely obliterated. Gilles Deleuze predicted this breakdown in his 1995 "Postscript on Control Societies" in which he asserted that we would welcome the "ultrarapid forms of free-floating control" (178) that have developed to replace those clearly defined spaces. One-to-one programs and instructional models which put a computer or tablet in the hands of every child in a classroom are radically changing the fundamental structures of pedagogy and the roles of educators and students alike in twenty-first century classrooms. These classrooms not only reveal a shift in the way knowledge is transferred and acquired, they reveal a complete transformation in the society for which those pupils are being prepared. The specific closed spaces of Michel Foucault's disciplinary society, each with its individual rules and roles, have evolved into one of greater openness. The shift from the classroom as a closed space to an open, networked place replicates this shift in the larger society of global capitalism. These changes seem to indicate a freer environment that requires less work from the teacher and less concentration from the students, but it actually creates a more controlled environment where more is required of both teachers and students inside of the classroom and out. However, though these increased requirements are perhaps the most obvious outcome of this shift, they are not the only outcome. More significantly, this emerging system of education allows for the development of a new type of student--one who accepts that the creation of her subjectivity is not limited to the classroom, and who actually becomes involved in the formation of that subjectivity through her conflated roles as consumer and producer. Technology is not just opening the classroom. It is repurposing the classroom so that the students' personalities and subjectivities become subsumed in the process of education in preparation for their adult professional lives.
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Leung, Shui-ho, and 梁瑞好. "Relationships between perceived learning environment and participationmotivation of senior secondary school girls in physical activities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959593.
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