Dissertations / Theses on the topic 'Learning technology'
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Mostert, Jaco. "Technology-enhanced learning." Journal for New Generation Sciences, Vol 3, Issue 2: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/480.
Full textThe aim of the paper is, firstly, to deal with the reasons for the sudden increase in interest in the use of technology in higher education. The main focus of the paper will be on 18 issues that must be taken into account in successfully integrating technology into the curriculum. These include, among others, the impact of pedagogy on the integration of technology and the needs of the learners. The limitations of certain forms of technology in the South African situation will be discussed.
Halperin, Ruth. "Learning technology in higher education : a structurational perspective on technology mediated learning practices." Thesis, London School of Economics and Political Science (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420602.
Full textSontag, Ralph. "Learning Technology Systems Architecture - LTSA." Universitätsbibliothek Chemnitz, 2000. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200000613.
Full textBeresovsky, V. V. "Information technology and sleep-learning." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/14361.
Full textSchols, Maurice. "Continuing technology professional development : a technology learning preferences instrument to support teacher educators' workplace learning." Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/continuing-technology-professional-development(07a1731f-420f-42ed-af16-7956aeea8eda).html.
Full textKaiser, Robert Cresswell. "Adult Learning: Evaluation of Preferences for Technology and Learning Sources for Workplace Learning." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955033/.
Full textGreen, Darrell W. "Authentic Learning in Engineering Technology Through the use of a Technology and Learning Matrix Based Curriculum." NSUWorks, 1995. http://nsuworks.nova.edu/gscis_etd/545.
Full textGarreta, Domingo Muriel. "Human-centered learning design with technology." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/667048.
Full textFacilitar la millora i la innovació docent, requereix d'una nova concepció del rol del disseny aplicat en l'educació. El disseny centrat en les persones (DCU) és una aproximació a la resolució de problemes que inclou la perspectiva dels usuaris en totes les etapes del procés i ofereix als dissenyadors professionals un model mental i els intruments necessaris per aplicar aquest procés i els seus mètodes. El DCU és multidisciplinar per defecte, està orientat a la pràctica, pren consciència del context d’ús, i és empàtic i incremental. Així doncs encaixa de forma natural en el disseny de l’aprenentatge i en la realitat diària del professorat. L'objectiu és aplicar aquesta concepció al disseny de l’aprenentatge mediat per la tecnologia conceptualitzant i implementant una intervenció genuïna per al disseny d’activitats d’aprenentatge que usin les TIC. Seguint el model d’Anàlisi i Disseny Centrat en l’Activitat (ACAD, en anglès), les contribucions d’aquesta dissertació 1) cobreixen les dimensions epistèmica, social i d’eines per al disseny d’una activitat de formació del professorat, 2) informen sobre la incorporació del DCU en educació; i 3) aporten aprenentatges rellevants tant per la recerca com per la pràctica de diferents disciplines. Aquestes contribucions han estat reportades en un conjunt d’articles compilats després de la kappa introductòria. La kappa emmarca i resumeix les contribucions i finalitza amb una proposta sobre com el DCU podria contribuir a apoderar els educadors en tant que dissenyadores i facilitar, d'aquesta manera, la tant necessària col·laboració interdisciplànaria entre educació, tecnologia i disseny.
Corwin, Patricia M. "Handheld technology impact on student learning /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/PCorwin2006.pdf.
Full textBeckett, Ronald C., University of Western Sydney, College of Law and Business, and School of Management. "Learning organisations in high technology industries." THESIS_CB_MAN_Beckett_R.xml, 2001. http://handle.uws.edu.au:8081/1959.7/299.
Full textDoctor of Business Administration
Schmees, Markus. "Electronic Commerce im Technology Enhanced Learning /." Edewecht OlWIR, Oldenburger Verl. für Wirtschaft, Informatik und Recht, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2982667&prov=M&dok_var=1&dok_ext=htm.
Full textBeckett, Ronald Charles. "Learning organisations in high technology industries /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030506.165637/index.html.
Full textA thesis submitted for the degree of Doctor of Business Adminiistration, University of Western Sydney, Nepean, 2001. Includes bibliographical references.
Carley, Simon. "Technology enhanced learning in emergency medicine." Thesis, Manchester Metropolitan University, 2018. http://e-space.mmu.ac.uk/621509/.
Full textLUCZAJ, JEROME ERIC. "A FRAMEWORK FOR E-LEARNING TECHNOLOGY." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1054225415.
Full textDey, Priya. "Visual speech in technology-enhanced learning." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/3329/.
Full textFremont, Kimberly Miller. "Technology, Learning, and College Teaching Evaluations." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216570.
Full textPh.D.
College students utilize technology in vast ways. However, the results of studies evaluating the technological experiences of young people within the academic setting are varied, suggesting that students are more complex in their preferences for academic technology use than once thought. Yet no studies have explored student preferences for academic technology as measured by formal course evaluations. This study examined the relationship between technology use and student ratings of instructor and course effectiveness in post-secondary classrooms. Level and type of technology use, individual instructor demographics, and ratings of instructor effectiveness were measured using formal student evaluations of teaching (SETs). The findings suggest that significant differences in technology use exist between instructors of varying rank and experience. Additionally, the results suggest that students identify technology as a tool that contributes to their learning, but that technology is not sufficient in and of itself to impact ratings of instructor effectiveness and self-reported student learning. Rather, students identify instructor variables and instructional approach more frequently as important contributors to their learning. Future research should expand on these results by exploring the specific types of technology that students attend to in the classroom and by investigating how best to incorporate technology while maintaining strong pedagogical approaches.
Temple University--Theses
Chan, Kan Kan. "Students' perceptions of learning through assessment for learning and technology." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/1912/.
Full textMambo, Bernard Edmond. "Technology integration in second language learning : exploring emerging cultural and linguistic patterns in technology-supported learning environments /." Search for this dissertation online, 2004. http://wwwlib.umi.com/cr/ksu/main.
Full textGriffin, Darlene Ann. "Educators' Technology Level of Use and Methods for Learning Technology Integrations." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4325/.
Full textSands, Aaron D. "Technology education teacher perceptions about learning activity module for technology education." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000sandsa.pdf.
Full textShanklin, Dave W. "How are technology education teachers learning to maintain technology shop equipment?" Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003shanklind.pdf.
Full textLin, Yi-Mei. "Understanding students' technology appropriation and learning perceptions in online learning environments." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4130.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 25, 2006) Vita. Includes bibliographical references.
Kroeker, P. Paul. "Technology to facilitate interaction in mobile learning /." View PDF document on the Internet, 2005. http://library.athabascau.ca/drr/download.php?filename=scis/KroekerPaulEssay.pdf.
Full textBayraktaroglu, Serkan. "Management agendas for technology-based learning media." Thesis, Coventry University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286773.
Full textBroihier, Michael G. "Applying technology to Marine Corps distance learning." Thesis, Monterey, California. Naval Postgraduate School, 1997. http://hdl.handle.net/10945/7979.
Full textThe purpose of this thesis is to investigate the application of technology to distance learning with the intention of recommending to the Marine Corps a feasible migration path away from its current correspondence program. Currently, the Marine Corps Institute (MCI) administers correspondence courses for both Occupational Skill Development (OSD) and Professional Military Education (PME). Automating and streamlining MCI processes is insufficient considering the pivotal importance distance learning plays in a Marine's career. Current application of technology to distance learning in education, business, and the military is discussed in light of information obtained through interviews, site visits, conferences, and the literature. A non exhaustive list of tangible and intangible costs and benefits related to various distance learning technologies is provided, as well as a template for a distance learning decision mailing process. The process can be used with decision support software to match requirements to technology and select appropriate migration paths through cost benefit analysis. This thesis recommends applying asynchronous methods to OSD courses and a combination of synchronous and asynchronous methods to PME courses. Finally, this thesis recommends changing the current structure and mission of MCI and consolidating its efforts with the College of Continuing Education under the Marine Corps University.
Rich, Martin. "Information and communication technology in management learning." Thesis, City University London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410151.
Full textStevens, Mark. "Technology Enhanced Learning for English Language Learners." Thesis, George Mason University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981068.
Full textThis study described how 7th grade English Language Learners (ELLs) in a public middle school used the multimodal Technology Enhanced Knowledge Support System (TEKS2), to learn social studies content and vocabulary, as well as improve reading comprehension, by examining learner assessment scores, and by addressing their views of the experience. Using literature related to ELLs, social studies learning and reading comprehension, multimodal and technology enhanced learning, collaboration, and engagement the TEKS2 was developed through a Design Based Research approach.
Reading comprehension assessments were developed using passages and questions from state and national assessments, and administered on a pre and post study basis. Content and vocabulary assessments were constructed using questions from state standardized tests and cooperating teacher input, and given after each of the two units covered during the study. A learner interview protocol was established based on literature consulted, modified based on findings emerging from quantitative data processing, with interviews being conducted after both units were completed.
Five questions focused this study: 1. Is there a difference in social studies content knowledge achievement between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 2. Is there a difference in social studies vocabulary knowledge achievement between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 3. Is there a difference in the ability to read social studies text between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 4. Is there a relationship between ELLs’ characteristics (primary language, ELL level, gender, age, teacher, school) and scores on social studies related content, reading, and vocabulary tests? 5. What do ELLs report about their experiences using TEKS2?
Data were analyzed quantitatively and qualitatively. Scores on post unit content/vocabulary tests were analyzed using independent samples t-tests to determine whether there was a statistically significant difference between teacher-directed (control) and TEKS2 learners. Effect sizes were also analyzed to determine the size of difference. Multivariable regression analyses were used to determine which ELL characteristics (primary language, ELL level, gender, age, teacher, school) had the greatest influence on social studies related content, reading, and vocabulary test performance. Learner opinions expressed in interviews were analyzed using deductive and inductive coding.
Data analyses showed the TEKS2 had a large statistically significant influence on social studies content and vocabulary learning. Analysis of learner reading comprehension post-test scores indicated the TEKS2 had a non-significant outcome with a small effect size. Qualitative analysis of learner interviews showed they saw the TEKS2 as a good way to learn due to its multimodal technology enhanced nature, the chance to collaborate, and teacher support.
Findings from this study support several recommendations related to supporting ELLs in multimodal technology enhanced learning environments. Designers of such systems should reach out to teachers who will be involved in using it as the design process proceeds. In addition, teachers using this approach should seek support reaching out to undocumented parents. It would also be beneficial for school administration to support professional development related to design and implementation of TEKS2 type learning that continues throughout a school year with both in-person and online sessions. Further research examining the design and implementation of TEKS2 learning in English, Math, or Science would be worthwhile.
Regalado, S. Carlos A. (Carlos Andrés Regalado Santamaría) 1971. "Better learning of mechanics through information technology." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28640.
Full textIncludes bibliographical references (p. 251-254).
(cont.) visualize complex geometric arrangements. Finally, the tools developed represent an alternative to what learning technology has always done; transmit academic knowledge to the student. These tools are an example of how IT can be used to go beyond the traditional forms of academic teaching by using technology with an approach that is not attached to this transmission model. They also show how to exploit the adaptive potential of IT to serve a different, more effective kind of learning.
The use of Information Technology (IT) in engineering education offers the opportunity to teach concepts more effectively than the methods of instruction most commonly used. IT can assist students in making abstractions and improve their understanding of more complicated concepts starting from simple principles and/or real-world physical phenomena. This thesis presents two interactive computer-aided learning tools. For their development, educational theory is first reviewed from which important learning concepts are extracted. These concepts are proposed as essential elements to be incorporated in computer-assisted learning tools. The thesis also reviews the history of technology in education since the 1600's, including the major contributions, challenges, and reactions encountered during years of technological change. The first tool addresses the teaching of basic solid mechanics. The tool uses simulations and animations in multimedia interactive exercises. Formative testing was conducted during its development, and its effectiveness was assessed through a summative evaluation involving 38 students. Two important conclusions can be drawn from this research. First, a clear overall improvement trend was observed for the students who used the basic mechanics tool. Second, the students who benefited the most from the use of the tool were those who were particularly weak in the subject after having been instructed through conventional teaching methods. The second tool covers the principles and applications of stereographic projections and their application to rock wedge stability analyses. It benefits from the findings of the development, implementation, and assessment process of the first tool. This module uses three-dimensional imagery which helps
by Carlos A. Regalado S.
Ph.D.
Ahn, Sanghoon 1966. "Technology upgrading, learning-by-doing, and productivity." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10211.
Full textLewis, Adam H. "Technology and Collaborative Learning in Employee Training." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1508160808319683.
Full textHart, Diane. "Systemic evaluation methodology for technology supported learning." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/1354/.
Full textLiu, Joe C. "Learning About LED Lighting Technology Through Patents." DigitalCommons@CalPoly, 2014. https://digitalcommons.calpoly.edu/theses/1166.
Full textThorsteinsson, Gisli, and Tom Page. "COMPUTER SUPPORTED COLLABORATIVE LEARNING IN TECHNOLOGY EDUCATION THROUGH VIRTUAL REALITY LEARNING ENVIRONMENTS." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2007. http://hdl.handle.net/2237/12115.
Full textJefferies, Amanda Lucille Joanne. "Blended learning : undergraduate students' experiences of using technology to support their learning." Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/5553.
Full textMcKay, Donald Stuart. "The Interactions Among Information Technology Organizational Learning, Project Learning, and Project Success." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/242.
Full textBorga, Magnus. "Learning Multidimensional Signal Processing." Doctoral thesis, Linköpings universitet, Bildbehandling, 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-54341.
Full textRudolph, Godfrey. "Instructional technology for the teaching of novice programmers at a university of technology." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1401.
Full textLearning computer programming can be fun, challenging and improve problem solving which is a useful ability in general. A teaching-learning environment with a strong emphasis on problem solving promotes social behaviour and discloses the personal benefits that individuals working in almost any Information Technology position can get from programming knowledge. This research project is looking at the challenges experienced by novice programmers and the negative effect it has on the student and the university. This study will address the knowledge and skills needs of programming students and the challenges for students and educators to evolve from traditional to technology-supported teaching and learning. Computer programming is a cognitively challenging subject and good instructional strategies are important in providing the student with optimal learner support. Novice programmers often struggle to understand how a computer executes a program, which impacts negatively on the delivery of the subject and throughput rates. The majority of first year Information Technology students at Cape Peninsula University of Technology are novice programmers and lack strong logic and reasoning as well as other Information Technology skills that can facilitate their interpretation and application of key concepts in programming. These challenges and negative impact on the academic development of programming students have therefore forced the researcher to investigate innovative teaching strategies and/or instructional technologies that can facilitate novice programmers in learning the basic programming concepts. The purpose of this on-going study is to enhance the traditional method of teaching and the understanding of the problems experienced by novice programmers. This study attempts to respond to the question of what the tentative design principles of instructional technology are that can be used to facilitate novice programmers’ understanding of programming concepts. A mix methodology was considered but at the end a qualitative approach was employed. Multiple sources of data gathering, which include participant observations, video recording, a questionnaire, and document analysis, were used as research instruments. The findings, relative to providing a basis for finding a mechanism to help our first year students to cope with the abstract concepts of programming, reflected the literature review. Other key findings included: Students have little or no prior computer or programming experience Student population is diverse in terms of computer skills and programming knowledge Visualization will help reduce the difficulties in writing programs The overall outcomes of this study suggest that: Good programming examples that include games should be used Students must be given the opportunity to be more active in their learning. Computerized assistants should be provided for novice programmers A visualization tool similar to Scratch should be considered A basic background in Mathematics is recommended
Brown, Helen. "'Technology transfer' through high technology corridors : a study of multi-agency partnership learning." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431472.
Full textFung, Sze-tat, and 馮思達. "Learning path optimization with incomplete learning object metadata." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47169850.
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Electrical and Electronic Engineering
Master
Master of Philosophy
Tobar, Muñoz Hendrys Fabián. "Supporting technology for augmented reality game-based learning." Doctoral thesis, Universitat de Girona, 2017. http://hdl.handle.net/10803/450519.
Full textEn esta tesis el Aprendizaje Basado en Juegos con Realidad Aumentada (ARGBL) se explora y se presentan argumentos en favor de su aplicación. La tesis explora el concepto y propone tecnologías, teorías y recomendaciones que ayudan a profesores y diseñadores a incluir el ARGBL en sus actividades de aprendizaje. Contiene un estado del arte en AR y GBL mostrando conceptos y trabajos relacionados. Este estado del arte también muestra estrategias que han sido usadas para diseñar y crear experiencias de AR y GBL. Se describe un escenario exploratorio donde un juego ARGBL fue usado en una actividad de comprensión de lectura en un salón de clase; un libro con AR que incluía un juego fue desarrollado y usado. La tesis propone un método para guiar a profesores y diseñadores en la creación, despliegue y evaluación de experiencias ARGBL. Finalmente, la tesis argumenta en favor de la validez del método
Albó, Laia. "Visual data-enriched design technology for blended learning." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/668117.
Full textLa present tesi doctoral es centra en investigar com les representacions visuals, el suport tecnològic i l’analítica de dades poden ajudar al professorat a dissenyar processos d’ensenyament-aprenentatge complexos que combinen l’ús de diferents espais, eines i recursos tecnològics, com per exemple els Cursos Massius i Oberts en Línia (MOOCs). Les contribucions s’emmarquen en el camp de la investigació en Tecnologies per a l’educació i, més concretament, en els camps de Tecnologies per al Disseny d’aprenentatge, Analítiques de dades i Aprenentatge combinat. En particular, la tesi contribueix amb principis de disseny, reptes i implicacions per a dissenyar pedagogies combinades que inclouen l’ús de tecnologia, així com amb una metàfora visual i una representació teòrica d’aquests escenaris complexos. A més a més, contribueix al disseny i al desenvolupament de l’edCrumble, una eina de disseny d’aprenentatge visual enriquit en dades per al professorat. La tesi segueix un enfocament de recerca basat en el disseny, que inclou processos de co-creació. En fer-ho, la tesi també contribueix amb un estudi de cas de co-creació aportant les lliçons apreses i els reptes que s'han trobat durant la seva implementació.
La presente tesis doctoral se centra en investigar como las representaciones visuales, el soporte tecnológico y la analítica de datos pueden ayudar al profesorado a diseñar procesos de enseñanza-aprendizaje complejos que combinan el uso de diferentes espacios, herramientas y recursos tecnológicos, como por ejemplo los cursos en línea masivos i abiertos (MOOCs). Las contribuciones se enmarcan en el campo de investigación de las Tecnologías para la Educación y, más concretamente, en los campos de Tecnologías para el Diseño de aprendizaje, Analíticas de datos y Aprendizaje combinado. En particular, la tesis contribuye con principios de diseño, retos e implicaciones para el diseño de pedagogías combinadas que incluyen el uso de tecnología, así como una metáfora visual y una representación teórica de estos escenarios complejos. Además, contribuye al diseño y desarrollo de edCrumble, una herramienta de diseño de aprendizaje visual enriquecido con datos para el profesorado. La tesis sigue una metodología de investigación basado en el diseño, que incluye procesos de co-creación. En consecuencia, la tesis también contribuye con un estudio de caso de co-creación aportando las lecciones aprendidas y los retos que se han encontrado durante su implementación.
Lawson, Isobel A. "Perceptions and experiences of older adults learning technology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21242.pdf.
Full textOldford, Rhona G. "Teaching and learning with technology : an integrated approach /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0013/MQ36160.pdf.
Full textJarche, Harold. "Learning in the New Brunswick information technology workplace." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38385.pdf.
Full textJahnke, Isa. "How to Foster Creativity in Technology Enhanced Learning?" Umeå universitet, Interaktiva medier och lärande (IML), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-60134.
Full textUden, Lorna. "A courseware engineering methodology for technology-based learning." Thesis, Staffordshire University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310576.
Full textTofaridou, Iliada. "Learning styles and technology environments in mathematics education." Thesis, City University London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440677.
Full textMoraes, Taciano. "Leadership Development of Technology Students through Experiential Learning." Carnegie Mellon University - Silicon Valley, 2015. http://deposita.ibict.br/handle/deposita/24.
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CAPES
Em um mundo onde a tecnologia modifica cada detalhe de nossa sociedade em uma velocidade cada vez maior, é preocupante que a forma como desenvolvemos nossos líderes esteja melhorando tão devagar. Apesar de inúmeros estudos mostrarem que a liderança é um dos fatores que mais influenciam o sucesso de projetos e de mais de U$ 14 bilhões serem gastos anualmente com desenvolvimento de liderança, mais da metade das organizações acredita que não o esteja fazendo de forma eficaz. Uma das metodologias mais eficientes para o desenvolvimento de liderança dentro das organizações é a Aprendizagem Experiencial, proposta por David Kolb, mas ainda se observa pouca padronização no modo como ela é utilizada, com diversas abordagens diferentes e resultados muito variados. Por esta razão, este estudo propõe um modelo padronizado para o uso de dinâmicas de grupo como um meio para ajudar alunos de tecnologia a praticar habilidades de liderança. Um primeiro piloto foi executado com resultados e feedback bastante positivos, que indicam o potencial de sua aplicação para outras habilidades e contextos.
In a world where technology is changing every single detail of our societies, schools, and organizations in a skyrocketing speed, it is worrying that the way we develop our leaders is improving so slowly. With numerous studies showing that leadership is one of the factors that impact the most on software projects’ success, it is worrying that more than $14B are spent yearly with leadership development and, still, most organizations believe they are not being effective. One of the most efficient methodologies for leadership development inside companies is the Experiential Learning from David Kolb, but it still has some problems in gaining traction inside universities due to their difficulty of simulating practical experiences. Many different approaches have been tried with various results and little standardization is perceived on the way they are used. For this reason, this study proposes a framework for using group activities as a means to help technology students practice leadership skills. A first pilot was executed with pleasant results and feedback from students, but more experiments are necessary to ensure its application for other skills and contexts.
Bukhari, Rabia Arfin. "Information Technology For E-learning in Developing C." Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-20442.
Full textMantena, Anup V. (Anup Verma) 1977. "Technology Enabled Active Learning : system architecture & implementation." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/84307.
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