Dissertations / Theses on the topic 'Learning technologies'
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Elmasry, Sarah Khalil. "Integration Patterns of Learning Technologies." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29070.
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Paulsson, Fredrik. "Modularization of the Learning Architecture : Supporting Learning Theories by Learning Technologies." Doctoral thesis, Stockholm : Datavetenskap och kommunikation, Kungliga Tekniska högskolan, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4712.
Full textPiatt, Katherine Anne. "Changing staff attitudes to learning technologies." Thesis, University of Brighton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436799.
Full textБобко, Євгеній. "Innovative technologies in foreign languages learning." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7214.
Full textБерест, Олег Борисович, Олег Борисович Берест, and Oleh Borysovych Berest. "Modern technologies for learning content creation." Thesis, Сумський державний університет, 2012. http://essuir.sumdu.edu.ua/handle/123456789/29464.
Full textJiang, Haotian. "WEARABLE COMPUTING TECHNOLOGIES FOR DISTRIBUTED LEARNING." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1571072941323463.
Full textVillagrasa, Falip Sergio. "Technologies enhanced learning and gamification for teaching and learning innovation." Doctoral thesis, Universitat Ramon Llull, 2016. http://hdl.handle.net/10803/351961.
Full textLa presente memoria de tesis, aborda de un modo interdisciplinar y holístico el uso de estrategias de juego (conocidas como gamificación) para incrementar la motivación del estudiante universitario usando las denominadas TEL (Technology Enhanced Learning). Con el uso de este tipo de tecnologías (entre las que se podrían encontrar la Realidad Virtual, RV; la Realidad Aumentada, RA; métodos híbridos de presentación, etc) se pretende conseguir un modo más eficaz, eficiente y satisfactorio en la adquisición de determinadas competencias. Este planteamiento basado en técnicas de investigación ligadas a la eXperiencia de Usuario (UX), se focaliza en mejorar el rendimiento académico (curriculum) de los alumnos objeto de estudio: estudiantes de 1er y 2º año de los grados de Arquitectura, Ciencias y Tecnologías de la Construcción e Ingeniería Multimedia (La Salle Campus Barcelona, Universitat Ramon Llull). La tesis comienza definiendo los objetivos e hipótesis de trabajo, para a continuación analizar las metodologías del aprendizaje y de la educación, y presentar la metodología empleada en la investigación. Seguidamente se centra en los aspectos de la evaluación de la motivación, la tecnología TEL y la gamificación aplicada en la educación. Se han desarrollado diferentes casos de estudio en las materias de Herramientas Informáticas I - II y Animación por Ordenador I - II de las áreas anteriormente indicadas. Dichas materias comparten una serie de competencias transversales: capacidad espacial, trabajo autónomo y en equipo, habilidad informática, visualización tridimensional. La introducción de métodos gamificados para la mejora en la adquisición de dichas competencias y la evaluación de los sistemas tecnológicos utilizados para su consecución, es sin duda alguna, el hecho diferencial e innovador de esta tesis. Los artículos presentados por compendio en esta tesis son un claro ejemplo de los resultados obtenidos. En ellos se puede observar, como el uso conjunto de mecánicas de juego y tecnologías avanzadas de visualización generan una mayor motivación del estudiante. Estos resultados conllevan una más rápida y mejor adquisición de las competencias lo cual se correla directamente con una mejora curricular.
This PhD dissertation addresses an interdisciplinary and holistic manner using game strategies (known as gamificación) to increase the motivation of college student using TEL (Technology Enhanced Learning). With the use of these technologies (among them could find the Virtual Reality, RV, Augmented Reality, RA; hybrid methods of presentation, etc) is to achieve a more effective, efficient and satisfactory manner in the acquisition of certain competences. This research based on techniques related to user experience (UX) approach focuses on improving academic performance (curriculum) of students under study: students 1st and 2nd year of the Degree of Architecture, Building Engineering and Multimedia Engineering (La Salle Campus Barcelona, Universitat Ramon Llull). The thesis begins defining the objectives and working hypotheses, then analyze the methodologies of learning and education, and the methodology used in the investigation. Then it focuses on aspects of assessing motivation, TEL and gamification technology applied in education. They have developed different case studies in the areas of software tools I - II and Computer Animation I - II of the areas indicated above. These materials have a number of generic skills: spatial ability, autonomous and team work, computer skills, three-dimensional visualization. Gamification methods for acquiring these skills and assessment of technological systems undoubtedly innovative differential fact of this thesis. The papers presented in this thesis by compendium are a clear example of the results obtained. These papers explain how game mechanics and advanced display technologies generate greater student motivation. These results imply a faster and better acquisition of skills which are directly correlates with curriculum improvement.
Palmér, Matthias. "Learning Applications based on Semantic Web Technologies." Doctoral thesis, KTH, Medieteknik och interaktionsdesign, MID, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-104446.
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Šileikienė, Irma. "The research on e-learning information technologies." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2005~D_20060103_160509-20867.
Full textŠiuolaikinės internetinės technologijos leido atsirasti naujiems mokymo metodams, kurių realizavimui kuriamos e. mokymosi informacinė technologijos. Organizuojant nuotolines studijas, iškyla šių technologijų pasirinkimo ir derinimo problemos. Tai paskatino atlikti e. mokymosi informacinių technologijų tyrimą.
Harnisch, D. L. "Principles and technologies for improving student learning." Thesis, Видавництво СумДУ, 2004. http://essuir.sumdu.edu.ua/handle/123456789/23148.
Full textVasiljev, Artem. "Modern technologies and learning English: distance education." Thesis, Молодь у глобалізованому світі: академічні аспекти англомовних фахових досліджень (англ. мовою) / Укл., ред. А.І.Раду: збірник мат. конф. - Львів: ПП "Марусич", 2011. - 147 с, 2011. http://er.nau.edu.ua/handle/NAU/20866.
Full textRamsay, Craig R. "Assessing the learning curves of health technologies." Thesis, University of Aberdeen, 2000. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU602014.
Full textDe, Villiers Gabrielle Joy. "Asynchronous web-based technologies to support learning." Thesis, Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-03122002-093248.
Full textAlAgha, Iyad Mohammed. "Technologies to enhance self-directed learning from hypertext." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/2146/.
Full textGuremen, Inanc Cahit. "GSBPP faculty perceptions of synchronous Distance Learning technologies." Thesis, Monterey, California. Naval Postgraduate School, 2008. http://hdl.handle.net/10945/3872.
Full textDarking, Mary. "Integrating on-line learning technologies into higher education." Thesis, London School of Economics and Political Science (University of London), 2004. http://etheses.lse.ac.uk/259/.
Full textWhite, Susan A. "Higher education and learning technologies : an organisational perspective." Thesis, University of Southampton, 2006. https://eprints.soton.ac.uk/265825/.
Full textUlezla, Dzmitry. "Applied use of OLAP-technologies in machine learning." Thesis, ВНТУ, 2014. http://ir.lib.vntu.edu.ua/handle/123456789/4518.
Full textИзучаются методы метрической классификации и их особенности, преимущества OLAP- кубов данных, способы применения их на практике. В данной работе рассматриваются способы прикладного использования OLAP-технологий в машинном обучении, их синтез с метрическими методами классификации объектов.
Krasniuk, S. O. "Adult learning technologies in the European Union countries." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10707.
Full textКраснюк, Світлана Олександрівна. "The use of information technologies in learning process." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15316.
Full textЛещенко, Євгеній Валерійович. "Distance learning technologies in the context of globalization." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15321.
Full textClough, G. "Geolearners : informal learning with mobile and social technologies." Thesis, Open University, 2009. http://oro.open.ac.uk/19035/.
Full textUzuegbunam, Nkiruka M. A. "SELF-IMAGE MULTIMEDIA TECHNOLOGIES FOR FEEDFORWARD OBSERVATIONAL LEARNING." UKnowledge, 2018. https://uknowledge.uky.edu/ece_etds/124.
Full textLazare, Jonathan Aaron. "Second thoughts on education: new technologies, teaching and learning." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40720.
Full textCe travail engage à explorer et analyser certains des instrumentstechnologiques disponibles pour l’instruction et l’apprentissage dans le domaine del’éducation. L’utilisation des nouvelles technologies dans le domaine sont mis enrevue, et les théories associées aux outils existant et émergeant sont évalués. Uneétude est faite de Second Life, un logiciel simulant la réalité virtuelle, et sespotentiels éducatifs sont considérés avec ceux des jeux vidéo et d’autres nouveauxgenres d’apprentissage. Ceci fait la base de la discussion concernant les potentielsde l’intégration des nouvelles technologies dans l’enseignement, l’apprentissage, etl'éducation dans son ensemble.
Bicknell, Ann. "Virtual alchemies : can new learning technologies transform police training?" Thesis, University of Worcester, 2005. http://eprints.worc.ac.uk/383/.
Full textBowskill, Nicholas William David. "A social identity approach to learning with classroom technologies." Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4459/.
Full textBariso, Elfneh Udessa. "New technologies : tools for widening participation in lifelong learning?" Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020460/.
Full textBanyard, P. "The impact of digital technologies on teaching and learning." Thesis, Nottingham Trent University, 2015. http://irep.ntu.ac.uk/id/eprint/26940/.
Full textMartineau, Brenda L. "Learning technologies used by CVTC electromechanical graduates in manufacturing." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002martineaub.pdf.
Full textErsoy, Alp Idil. "Learning on the move : the potential impact of new mobile technologies on students' learning." Thesis, University of Greenwich, 2014. http://gala.gre.ac.uk/14321/.
Full textOraifige, Amal Yousef Nour. "An online intelligent system for teaching engineering design technologies." Thesis, University of Derby, 2010. http://hdl.handle.net/10545/232633.
Full textДериколенко, Олександр Миколайович, Александр Николаевич Дериколенко, and Oleksandr Mykolaiovych Derykolenko. "Lifelong learning on the basis of distance technologies in Ukraine." Thesis, Сумський державний університет, 2012. http://essuir.sumdu.edu.ua/handle/123456789/29420.
Full textMarr, Bo. "Learning, probabilistic, and asynchronous technologies for an ultra efficient datapath." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/31724.
Full textCommittee Chair: Paul Hasler; Committee Co-Chair: David V. Anderson. Part of the SMARTech Electronic Thesis and Dissertation Collection.
Bragg, Eileen Mary. "College managers' strategies for learning and using computer communication technologies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0020/NQ45667.pdf.
Full textRosell, Aguilar Fernando. "Evaluating the use of mobile technologies for language learning purposes." Doctoral thesis, Universitat Politècnica de València, 2021. http://hdl.handle.net/10251/163675.
Full text[CA] Aquesta tesi se centra en tres tecnologies mòbils: podcasting, aplicacions mòbils i Twitter, i avalua el seu potencial per a l'aprenentatge d'idiomes basant-se en una sèrie d'estudis amb diferents tipus de participants, incloent estudiants d'ensenyament formal, de contextos informals d'aprenentatge, i professors. L'objectiu general dels diferents estudis d'investigació és avaluar les tres tecnologies a través de processos per a) identificar el potencial d'aqueixes tecnologies, b) investigar com les utilitzen els aprenents i els professors, i c) analitzar si la manera d'utilitzar-les compleix amb el potencial identificat i és propici per a l'aprenentatge de llengües estrangeres. La introducció presenta els antecedents de la investigació realitzada i sis conceptes que afecten la nostra comprensió de l'aprenentatge d'idiomes a través d'aquestes tecnologies: el concepte d'ensenyar a persones desconegudes, el desenvolupament de capacitats digitals, la micro-credencialització, l'augment de l'atenció parcial contínua, l'ansietat per l'idioma estranger i la normalització. El capítol dos és un compendi dels nou treballs publicats i es divideix en tres seccions. La primera secció tracta sobre l'ús de podcasting com a eina d'aprenentatge d'idiomes. La primera publicació proporciona una taxonomia de recursos de podcasts, revisa els materials de podcasting a la llum de les teories d'adquisició de segones llengües, advoca per un millor disseny i suggereix direccions per a futures investigacions. Aquesta investigació es presenta en les publicacions dues i tres. La secció dues del capítol dos s'enfoca cap a l'ús d'aplicacions mòbils per a l'aprenentatge i l'ensenyament d'idiomes. La publicació quatre revisa la investigació actual sobre el potencial per a l'aprenentatge d'idiomes de les aplicacions i presenta una taxonomia de les aplicacions disponibles i el seu ús per a això. L'article també presenta un marc que consta de quatre categories per a avaluar aplicacions d'aprenentatge d'idiomes (tecnologia, pedagogia, experiència de l'usuari i aprenentatge d'idiomes). La publicació conclou amb una proposta d'àrees d'investigació addicional, inclòs l'ús per part de l'aprenent en contextos formals i informals. Aquestes àrees d'investigació s'investiguen en les publicacions cinc i sis. La secció tres se centra en la tercera tecnologia: Twitter com a eina d'ensenyament i aprenentatge d'idiomes. La publicació huit mostra com un grup de professors d'idiomes utilitza Twitter com a eina per al desenvolupament professional continu i avalua l'impacte de la seua xarxa de Twitter en les seues pràctiques docents. Finalment, la publicació nou presenta un estudi a gran escala d'aprenents autònoms d'idiomes que utilitzen Twitter. Els resultats d'aquests estudis es discuteixen en el capítol tres. El capítol quatre torna als principals temes i conceptes presentats en la introducció i proporciona algunes consideracions basades en els resultats de la investigació realitzada. A continuació, proposa que pot ser necessari reenfocar l'agenda d'investigació de MALL i suggereix possibles àrees de desenvolupament. La investigació presentada en aquesta tesi contribueix als camps de CALL i MALL de diverses maneres. Primer, proporciona perfils d'usuari dels aprenents que utilitzen aquestes tecnologies. En segon lloc, proporciona evidència de com aqueixos usuaris utilitzen les tecnologies i avaluen la seua experiència d'aprenentatge. En tercer lloc, presenta una nova taxonomia de recursos MALL. En quart lloc, descriu un procés per a avaluar l'ús de tecnologies mòbils per a l'aprenentatge d'idiomes, amb un nou marc teòric d'avaluació basat en cinc criteris: tecnologia, experiència de l'usuari, aprenentatge d'idiomes, interacció i pedagogia.
[EN] This thesis focuses on three mobile technologies: podcasting, mobile apps, and Twitter, and evaluates their potential for language learning purposes based on a series of studies with a range of users including formal learners, informal learners, and teachers. The overarching aim of the different research studies is to evaluate the three technologies through a process of a) identifying the potential of those technologies, b) investigating how they are used by learners and (where applicable) teachers, and c) analysing whether the way they are used meets the identified potential and is conducive to language learning. The introduction presents the background to the research carried out. This is followed by the introduction of six concepts that shape our understanding of language learning through these technologies: the concept of teaching strangers, the development of digital capabilities, micro-credentialing, the rise in continuous partial attention, foreign language anxiety, and normalisation. Chapter two is a compendium of the nine published works that explore the potential of the three technologies and evaluate them. It is separated into three sections. Section one deals with the use of podcasting as a language learning tool. The first publication provides a taxonomy of podcast resources, reviews podcasting materials in the light of Second Language Acquisition theories, argues for better design, and outlines directions for future research. This research is presented in publications two and three. Section two of Chapter two concerns the use of mobile apps for language learning and teaching. Publication four reviews current research about the potential of apps for language learning and presents a taxonomy of available apps and their use for language learning. The paper also presents a framework consisting of four categories for evaluating language learning apps (technology, pedagogy, user experience, and language learning). The publication concludes with a proposal for areas for further research, including learner use in formal and informal contexts. These research areas are investigated in publications five and six. Section three focuses on the third technology: Twitter as a language learning and teaching tool. Publication seven highlights the identified potential of Twitter as a language learning tool. Publication eight shows how a group of language teachers use Twitter as a tool for continuous professional development through a hashtag and evaluates the impact of their Twitter network on their teaching practices. Finally, publication nine reports on a large-scale study of autonomous language learners who use Twitter. The results from these studies are discussed in chapter three, which also showcases the impact the research has had on the fields of CALL and MALL. Chapter four returns to the main topics and concepts presented in the introduction and provides some considerations based on the results of the research carried out. It then proposes that there may be a need to refocus the MALL research agenda and suggests directions that future developments may take. The research presented in this thesis contributes to the fields of CALL and MALL in a number of ways. First, it provides user profiles of the learners who use the three technologies. Second, it provides evidence of how those users utilise the technologies and evaluates their learning experience. Third, it presents a new taxonomy of MALL resources. Fourth, it outlines a process for evaluating the use of mobile technologies for language learning purposes, including a new evaluation framework with five criteria: technology, user experience, language learning, interaction and pedagogy.
Rosell Aguilar, F. (2021). Evaluating the use of mobile technologies for language learning purposes [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/163675
TESIS
Вергелес, Юлія Віталіївна. "Application of distance learning technologies in training of IT specialists." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15277.
Full textDehors, Sylvain. "Exploiting semantic web and knowledge management technologies for e-learning." Nice, 2007. http://www.theses.fr/2007NICE4006.
Full textThis work explores the potential applications of semantic web and knowledge management technologies for e-learning systems for accessing courses. It particularly addresses the difficult problem of reusing existing resources. In this scope, we propose a methodology and an associated system (QBLS) relying on cutting-edge semantic web tools and formalisms, that particularly develops three aspects: Reusing existing pedagogical resources through a process called "semantization". Pedagogical content is semi-automatically annotated with ontological concepts, from several points of view (domain, pedagogy, structure). It aims at contextualizing the material with regard to the teacher's conceptualization and pedagogical strategy. Exploiting annotated pedagogical resources in dynamic web interfaces. We show how semantic web technologies efficiently perform inferences based on ontological knowledge to personalize and adapt courses. The interest of semantic web standards (OWL, RDF, SPARQL) is highlighted in a practical perspective, relying on the deployment of the semantic search engine Corese. Tracking learner activity and analysis of this activity. We explore the potential of graphic based visualization and inferences to manually or automatically analyze activity traces on a semantized course. The theoretical proposal is supported by our implementation of the Question Based Learning System where learning resources available on the web are reused, annotated and exploited in real world experiments using semantic web technologies. The practical examples mentioned in this work are illustrated by two experiments conducted at the EPU of Nice Sophia-Antipolis
Malarney, Michele J. "Learning communities and on-line technologies : the classroom@sea experience /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7907.
Full textChase, Mackie, Leah P. Macfadyen, Kenneth Reeder, and Jörg Roche. "Intercultural Challenges in Networked learning: Hard Technologies Meet Soft Skills." First Monday, 2002. http://hdl.handle.net/2429/1323.
Full textLunsford, Vanessa Jane. "Handheld technologies and their role in supporting distance-learning study." Thesis, Open University, 2009. http://oro.open.ac.uk/54656/.
Full textColl, Sandhya Devi. "Enhancing students’ Learning Experiences Outside School (LEOS) using digital technologies." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/207.
Full textStrampel, Katrina Emily. "Using web 2.0 technologies to enhance learning in higher education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/2094.
Full textAnduvare, Everlyn M. "Innovative use of Information Technology to Enhance Knowledge Management Practices at the Marist International University College, Nairobi - Kenya." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/62101.
Full textMini Dissertation (MIT)--University of Pretoria, 2016.
Information Science
MIT
Unrestricted
Abou-Khalil, Victoria. "Supporting Learner Centered Vocabulary Learning in Informal Learning Environments." Kyoto University, 2020. http://hdl.handle.net/2433/253413.
Full textKyoto University (京都大学)
0048
新制・課程博士
博士(情報学)
甲第22577号
情博第714号
新制||情||122(附属図書館)
京都大学大学院情報学研究科社会情報学専攻
(主査)教授 緒方 広明, 教授 守屋 和幸, 教授 黒田 知宏
学位規則第4条第1項該当
Komrska, Jan. "Elektronické vzdělávání v ČR: Profil zákazníka a situace na trhu." Master's thesis, Vysoká škola ekonomická v Praze, 2014. http://www.nusl.cz/ntk/nusl-193567.
Full textHeugh, Sheelagh Mary Bernadette. "The impact of blended learning technologies on student performance/learning in biomedical science higher education." Thesis, University of Portsmouth, 2014. https://researchportal.port.ac.uk/portal/en/theses/the-impact-of-blended-learning-technologies-on-student-performancelearning-in-biomedical-science-higher-education(a4833039-b1a8-4e3f-8e5e-c08f3e15025f).html.
Full textCaladine, Richard. "New theoretical frameworks of learning activities, learning technologies and a new method of technology selection." Access electronically, 2003. http://www.library.uow.edu.au./adt-NWU/public/adt-NWU20040921.114720.
Full textStoner, Gregory Neil. "Learning, students' skills and learning technologies (old and new) in the development of accounting education." Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4224/.
Full textWalimbwa, Michael. "An investigation into the initial adoption of e-learning innovation in teaching and learning: the case of Makerere University." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11217.
Full textE-learning is the use of electronic devices and networks to engage in synchronous and asynchronous learning activities. E-learning is being increasingly adopted in higher educational institutions. Research in this area has tended to focus on innovations and implementations and little has been done on adoption of this highly pervasive technology at an institutional level, particularly within Africa. The motivation for this study was to examine how an African University, in this case Makerere University, can enhance the adoption of e-learning in teaching and learning. The research used Rogers’ diffusion of innovations (DoI) theory to explore the initial adoption of e-learning. It was felt that the enormous amount of experiences that early adopters and innovators could share regarding e-learning could assist as e-learning becomes more of a mainstream activity within the university.
Riojas, Mario. "Towards the Ubiquity of Precollege Engineering Education: From Pedagogical Techniques to the Development of Learning Technologies." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/265592.
Full text