Dissertations / Theses on the topic 'Safety education, Industrial Computer-assisted instruction'

The purpose of the study was to assess the effect of a treatment package consisting of computer-assisted instruction using multiple video exemplars to teach safety skills to students with intellectual disability. A multiple probe across participants design was used to evaluate knowledge acquisition and the generalization of knowledge to the authentic setting (e.g, the school parking lot). The results showed training was effective in knowledge acquisition and improving skills demonstrated while crossing the parking lot.

Educational compact discs or CD-ROM's are appearing more frequently in the classroom. An educational science laboratory safety CD was developed at the University of Lethbridge in 1994. This case study is an evaluation of the U. of L. safety CD to determine how well the disc facilitates independent, student directed learning. The study involved forty four High School students at Matthew Halton Community School in Pincher Creek, Alberta. The students used the CD in Biology and Chemistry classes. The survey included observations, questionnaire, and interviews to solicit student reaction to the disc. Students agreed that the CD was easy to use and that it was well suited for independent learning. They also made suggestions for further improvements.
1 compact disk ; 4 3/4 in.

This study was pursued to determine the essential characteristics of a fifth-grade technology education unit of study utilizing an expert system for bridge design. A panel of artificial intelligence experts was consulted to determine the feasibility of using expert system software to model bridge design, and a panel of education experts was consulted to determine the critical components for the study of bridge design in the fifth grade.It was determined that the most important components of such a study were integration with other curricular areas, most notably mathematics and social studies, and the incorporation of cooperative and group work among students. It was also determined that bridge design is a suitable knowledge domain for expert system consultation.Finally, recommendations for further study were stated.
Department of Industry & Technology

Thesis (MComm)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: As the information age evolves, society is undergoing changes based on developments in technology that have tremendous implications for the educational systems. Institutions of tertiary education are increasingly facing the pressures of globalisation. Associated with this is the knowledge society that demands experience with technology, different skills and a different learning experience (US, 2001). Furthermore, new information and communication technologies have demonstrated the potential to transform the way that knowledge is packaged, delivered, accessed and acquired, thereby altering higher educations' core production and delivery processes. Institutions of tertiary education that want to remain competitive, both locally and internationally, should, therefore, act proactively to facilitate the successful and innovative integration of relevant technologies into currently established practice and procedures. The University of Stellenbosch (US) recognises the importance of staying abreast with these global and local changes. The Virtual Information Space (VIS) project for optimal information sharing is a research initiative that developed as a direct response to the need for an inquiry into the functionality of alternative synchronous and asynchronous computer-mediated communication media (CMC), to be provided as part of the technological infrastructure of the US for enhanced information sharing and communication. The VIS project provides the framework within which this study was conducted. The aim of this study was to conduct an exploratory study through the use of empirical research and prototyping, by quantification of the usability of synchronous CMC media, for application in the South-African on and off-campus tertiary education environment (focused at post graduate level), in order to enhance information sharing between inter alia, information service suppliers, lecturers, students and researchers at the US. It was anticipated, however, that the degree to which the synchronous CMC media add value to the learning and information sharing processes within the VIS, will be influenced by the usability of the software applications within which the media are embedded, the perceived need of the role-players for the media, as well as the feasibility and viability of the systems when employed within the technological infrastructure of the US. These elements were, therefore, empirically investigated by conducting several usability experiments in a setting which simulated a usability laboratory, in order to acquire the necessary subjective and objective data, related to the identified goals and objectives that encapsulate the aim of this study. In order to demonstrate the value of the VIS environment, a theoretical perspective is provided by means of a literature review of the fundamental concepts of communities of practice and flexible learning. It is proposed that the use of the synchronous CMC media (embedded within the software applications) will assist in the creation of a VIS that supports the more advanced educational paradigm of constructivism by linking users into collaborative conversational networks, thus forming learning communities (better known as communities of practice) in cyberspace. The purpose of these communities is to create a means through which ideas and materials can be shared and exchanged, aiding individuals in building their own conceptual networks of interrelated ideas, strategies and theories and therefore construct and share knowledge. Information was obtained concerning participants' characteristics, preferences, needs and evaluation of the usability of the two software applications, NetMeeting and Yahoo Messenger, when utilised within the technological infrastructure of the US for the purpose of increased information sharing and communication. Performance measurement data (related to selected usability criteria) was obtained during the experimental phase, as well as information about the feasibility and viability of the systems when utilised within the technological parameters of the US. The analysis of the information consisted of descriptive statistics as the research aimed to illustrate the attitudes concerning usability, the perceived needs for the software applications, as well as the feasibility and viability of the systems. The results revealed that both NetMeeting and Yahoo Messenger were perceived by the participants as usable, achieving a positive rating on almost all of the dimensions of usability it was tested on. In the case on NetMeeting, technological limitations imposed on the system (such as bandwidth and network traffic) severely limited the effectiveness of the system as a whole and require further investigation to ensure successful implementation. Technological limitations in the case of Yahoo Messenger mainly centered on the unstable server environment that the system functions within. Hence, further research is therefore needed to ensure successful implementation and utilisation of NetMeeting and Yahoo Messenger within the technological parameters faced by the US.
AFRIKAANSE OPSOMMING: Soos wat die informasie-era ontplooi, is die samelewing besig om ingrypend te verander. Die dramatiese impak van die tegnologiese revolusie op die hoër onderwyssektor dwarsoor die wêreld hou dus aansienlike implikasies in vir tersiêre onderwysinstellings. Hierdie instellings is toenemend onderhewig aan die druk van globalisering en die kennis-samelewing wat al hoe meer vereistes stel in terme van ondervinding met tegnologie, verskillende vaardighede wat vereis word en 'n veranderende leer ervaring. Nuwe informasie- en kommunikasietegnologieë beskik oor die potensiaal om die maniere waarop informasie herwin, verwerk en gestoor word, te transformeer. Dit impliseer noodwendig 'n wysiging in die kern informasie produksie en -aflewerings prosesse van tersiêre onderwysinstellings. Sulke instellings word dus genoop om daadwerklik en pro-aktief op te tree ten opsigte van die suksesvolle en innoverende integrasie van relevante tegnologieë by bestaande prosedures, ten einde internasionale en nasionale mededingendheid te verseker. Die Universiteit van Stellenbosch (US) erken the belangrikheid daarvan om op hoogte te bly met verandering. Die Virtuele Informasie Spasie (VIS) projek vir optimale informasiedeling is 'n navorsingsinisiatief wat ontwikkel het vanuit 'n behoefte vir 'n ondersoek na die funksionaliteit van die verskillende sinkrone en asinkrone rekenaargebasseerde kommunikasie media, wat as deel van die tegnologiese infrastruktuur van die US voorsien sal word - ten einde verbeterde informasiedeling en kommunikasie teweeg te bring. Die VIS projek het 'n raamwerk verskaf waarbinne hierdie studie uitgevoer is. Die doel van hierdie navorsing was om 'n verkennende studie uit te voer, deur die gebruik van empiriese navorsing en prototipering, vir die kwantifisering van die bruikbaarheid van sinkrone rekenaar-gebasseerde kommunikasie media. Die spesifieke toepassingsarea is die Suid-Afrikaanse tersiêre onderwysomgewing (spesifiek gefokus op nagraadse vlak) met die doelom informasiedeling tussen informasiediensverskaffers, dosente, studente en navorsers te verbeter. Daar word egter verwag dat die graad waartoe die sinkrone media waarde toevoeg tot leer- en informasiedelings prosesse binne die VIS, beïnvloed sal word deur die bruikbaarheid van die sagteware waarbinne die media gesetel is, die waargenome behoeftes van die rolspelers vir die media, sowel as die uitvoerbaarheid en lewensvatbaarheid van die sisteme wanneer dit aangewend word binne die huidige tegnologiese infrastruktuur van die US. Hierdie elemente was dus empiries ondersoek deur die uitvoering van verskeie bruikbaarheidseksperimente in 'n omgewing wat 'n tradisionele bruikbaarheids laboratorium simuleer, ten einde the nodige subjektiewe en objektiewe data te ontgin wat gemik is op die doelwitte en mikpunte wat die strewe van hierdie studie omsluit. 'n Teoretiese perspektief word voorsien deur 'n literatuur-oorsig, ten einde die waarde van die VIS omgewing te konseptualiseer. Konsepte wat veral aandag geniet hou verband met die ontwikkeling van elektoniese gemeenskappe en buigsame leer omgewings. Die aanname word gemaak dat die gebruik van sinkrone rekenaargebasseerde kommunikasie media (soos gesetel in die sagteware pakkette, NetMeeting en Yahoo Messenger) die ontwikkeling van 'n effektiewe VIS sal fasiliteer wat 'n nuwe onderrigparadigma ondersteun. Die uitgangspunt van hierdie paradigma is dat kennis nie net weergegee moet word nie, maar dat dit gekonstrueer kan word soos wat die partye betrokke raak in relevante gespreksnetwerke binne die virtuele informasie spasie. So word elektroniese gemeenskappe dus geskep waarbinne individue idees en materiaal met mekaar kan deel en uitruil, terwyl kennis effektief geskep en gedeel word. Informasie is ingewin aangaande die deelnemers se kenmerke, voorkeure, afkeure, behoeftes en persepsies oor die bruikbaarheid van die sagtware pakkette, NetMeeting en Yahoo Messenger, wanneer dit aangewend word binne die tegnologiese infrastruktuur van die US, ten einde verhoogde informasiedeling en kommunikasie te bewerkstellig. Prestasiemetingsdata (gekoppel aan sekere bruikbaarheidskriteria) was ook verkry tydens die eksperimentele fase, sowel as informasie oor die uitvoerbaarheid en lewensvatbaarheid van die onderskeie sisteme wanneer dit aangewend word binne die huidige tegnologiese parameters van die US. Die analise van die data het beskrywende statistieke behels aangesien die navorsing ten doel gehad het om die ingesteldhede betreffende die bruikbaarheid en behoefte aan die sagteware pakkette, sowel as sekere tegniese aspekte rakende die stelsels, uit te lig. Die resultate het getoon dat die respondente beide NetMeeting en Yahoo Messenger as bruikbaar waargeneem het, aangesien 'n positiewe beoordeling op bykans al die dimensies van bruikbaarheid bereik was. In die geval van NetMeeting het sekere tegnologiese beperkinge van die sisteem, soos beperkte bandwyte, egter die effektiwiteit van die sisteem beduidend beinvloed. Tegnologiese beperkinge in die geval van Yahoo Messenger was hoofsaaklik as gevolg van die onstabiele omgewing waarbinne die bediener funksioneer. Verdere navorsing is dus nodig om suksesvolle implementering en aanwending van NetMeeting en Yahoo Messenger te laat realiseer, gegewe die tegnologiese parameters van die US.

The primary purpose of this study was to compare three instructional delivery systems for providing basic math skills training to non-degree industrial and technical teachers. Also examined was the extent to which selected teacher background characteristics were associated with test performance. Additionally, the three treatment groups were compared on the basis of student ratings of selected items on the course evaluation instrument. Eighty-four non-degree industrial and technical teachers teaching in West Virginia were given a pretest on basic math skills. This pretest was followed by a seven-week period of basic math review and remediation using one of three instructional delivery systems. The three instructional delivery systems included Computer Assisted Instruction (CAI), Individualized Learning Modules (ILM), and the traditional lecture (LEC). A posttest was administered to participants at the end of the review and remediation period. An analysis of covariance was used to compare the mean posttest scores for each of the three treatment groups. The pretest score served as the covariate. Results of the study indicated that although there were substantial gains in basic math scores within each treatment group there was no significant difference in mean posttest scores when comparing the three treatment groups. Computing the Pearson Product-Moment correlation in assessing the relationship between selected teacher background characteristics and posttest scores, it was found that the variables pretest and age were significantly related. Pretest scores had a high positive correlation to posttest scores while age had a moderate negative correlation. A one-way analysis of variance was used to compare the ratings of selected items on the course evaluation instrument. No significant difference in ratings between treatment groups was found for any of the items compared.
Ed. D.

Problem-based learning is an instructional strategy that emphasises active and experiential learning through problem-solving activity. Using gaming technologies to embed this approach in a three-dimensional (3D) simulation environment provides users with a dynamic, responsive, visually engaging, and cost effective learning experience. Representing real world problems in 3D simulation environments develops knowledge and skills that are applicable to their resolution. The Simulation, User, and Problem-based Learning (SUPL) Design Framework was developed to inform the design of learning environments which develop problem-solving knowledge for real world application. This framework identifies design factors relative to the user, the problem-solving task, and the 3D simulation environment which facilitate the transfer, development, and application of problem-solving knowledge. To assess the validity of the SUPL Design Framework, the Fires in Underground Mines Evacuation Simulator (FUMES) was developed to train mining personnel in emergency evacuation procedures at the Challenger gold mine in South Australia. Two groups of participants representing experienced and novice personnel were utilised to ascertain the effectiveness of FUMES as a training platform in this regard. Findings demonstrated that FUMES accurately represented emergency evacuation scenarios in the Challenger mine. Participants were able to utilise existing real world knowledge in FUMES to resolve emergency evacuation problem-solving tasks and develop new knowledge. The effectiveness of the SUPL Design Framework was also demonstrated, as was the need to design learning environments to meet the learning needs of users rather than merely as static simulations of real world problems. A series of generalisable design guidelines were also established from these findings which could be applied to design problem-based learning simulations in other training contexts.

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This study aimed to develop a computerized educational resource on Patient Safety, and propose a Choosing Priorities in Education Service Tool, which give rise to a questionnaire rank the educational actions which should be priority. The creation of this resource was marked in Planning Learning Activities Supported by Computers, which is a methodology for developing educational content supported by computer. Evaluated the technical quality and usability of the resource based on the scale SUS (System Usability Scale), which quickly evaluates the usability of systems. The feature that prioritizes the educational measures was evaluated positively, can turn into a powerful educational tool in nursing education.
Este estudo objetivou desenvolver um recurso educacional informatizado sobre Segurança do Paciente, além de propor uma Ferramenta de Escolha de Prioridades de Educação em Serviço (FEPES), que originará um questionário para elencar as ações educativas que deverão ser prioritárias. A criação deste recurso foi pautada no Planejamento de Atividades de Aprendizado Apoiadas por Computador, sendo esta uma metodologia para o desenvolvimento de conteúdos educacionais apoiados por computador. Avaliou-se a qualidade técnica e a usabilidade do recurso baseouse na escala SUS (System Usability Scale), que avalia de forma rápida a usabilidade de sistemas. O recurso que prioriza as ações educativas foi avaliado positivamente, podendo transformar-se em uma ferramenta educacional potente no ensino de enfermagem.

博士
國立彰化師範大學
工業教育學系
89
The purpose of this study was to examine the outcomes of delivering Industrial Safety courses in colleges and institutes of technological and vocational education. This study performed experimental teaching to determine the effects of gender, learning styles, and teaching approaches on learning performances (including learning achievement and attitude toward Industrial Safety). The instruments of this study consisted of "Instructional Situation Questionnaire for Labor Safety and Hygiene", "Kolb Learning Style Inventory", "Attitude Inventory toward Industrial Safety", "Attitude Inventory toward Internet", and "Achievement Test of Industrial Safety Course". A total of 104 teachers were validly sampled from colleges and institutes of technological and vocational education for the survey, and 94 students (including 50 students in experimental group and 44 students in control group respectively) sampled from Department of Industrial Safety and Hygiene in Chia-Nan University of Pharmacy and Science for experimental teaching. The quasi-experimental unequal group design was applied in this study. In addition to mean scores and standard deviation, statistical methods such as two-way Multivariate Analysis of Covariance (MANCOVA), one-way Analysis of Covariance (ANCOVA), Correlation Analysis, and Path Analysis were conducted to analyze the data. The major findings of this study were as follows: 1. The Instructional Situation Survey for Labor Safety and Hygiene showed that difficulties exist in all aspects such as instructor preparation, teaching material editing, teaching planning, program design, administrative support, and student learning. 2. Analysis of Instructional Situation Questionnaire revealed that a majority of teachers were willing to perform web-based instruction for Labor Safety and Hygiene curricula. 3. The asynchronous web-based instruction system for Industrial Safety Courses in this study presented excellent functions and was suited for propagation. 4. The students in web-based instruction group presented significantly better learning performance than those in traditional instruction group, especially in module such as “Machinery Safeguard” and “Electrical Safety”, as well as overall achievement and attitude toward Industrial Safety. 5. Male students in the web-based instruction group, gained significantly higher learning achievement than female students, especially on module such as “Accident Investigation and Analysis”, “Machinery Safeguard”, and “Fire Safety”. 6. Female students in the traditional instruction group obtained significantly higher learning achievement than female students in web-based instruction on “Fire Safety” module. 7. Male students in the web-based instruction group got significantly higher learning achievement than male students in the traditional instruction group on “Machinery Safeguard” module. 8. There were no significant differences in terms of learning achievement after instructional experiments using all four Kolb learning styles. 9. There were no significant differences on the record of web-based learning progress among instructional experiments in terms of gender and learning styles. 10. In the process of web-based instruction, the factors that significantly influenced students’ learning performance on Industrial Safety were: learning style, gender, attitude toward the use of Internet, and students’ prior experience.

Rapid industrialization, breakthroughs in science and technological development have ushered in an era regarded as a technocratic age. The advent of a technocratic age has necessitated the acquisition of technologically appropriate knowledge, skills and attitudes, and consequently it has become necessary to establish education systems that fulfil the demands set by technocratic age principles. Present-day education is typified by technocratic age imperatives which include meritocracy, specialization, vocationalism, professionalism and scientism. Technocratic age education is further characterized by mass education, free and compulsory education and greater bureaucratic control of education. In technocratic age education systems, entrance examinations are used to select learners for advanced education and training. It would appear that this takes place with little regard for the learner's personal worth or meeting the learner's distinctive needs.
Educational Studies
M. Ed. (History of Education)

Information and Communication Technology (ICT) has been used widely across the globe for the purpose of improving the quality of both basic and higher education. Lately, different kinds of technologies, such as smart boards, have been incorporated into the teaching and learning process with the aim to contribute to the effectiveness of teaching and learning outcomes. The main aim of this study was to investigate the integration of smart boards by secondary school teachers in the Tshwane West district (Gauteng province) in their business studies teachings. The study focused on the teachers’ perspectives, the challenges they experienced, and the support they required for the integration of smart boards in the classroom. The study used a qualitative research approach to gather and analyse data. Using a multiple case study design, 5 business studies teachers were purposive sampled based on their experience on the use of smart boards. Both semi-structured interviews and non-participant observations were used to collect evidence. Technological and Pedagogical Content Knowledge (TPACK) was used as a framework by which to understand the study. The four pillars of trustworthiness (credibility, transferability, confirmability, and dependability) were applied to ensure trustworthiness of the study results. The ethics guidelines (voluntarily participation, anonymity, confidentiality, and informed consent) were also taken into consideration and applied. The main research question for this study was: How do secondary school teachers integrate smart boards in teaching business studies in the Tshwane West district? The findings suggested that business studies teachers have positive perspectives on the integration of smart boards with the belief that smart boards make their teaching easier and allow them to incorporate a variety of audio and visual material into a lesson. The findings also revealed that teachers face various challenges, such as smart board malfunctioning, computer viruses, and limited time given for the integration of smart boards in the classroom. From the findings, it was clear that teachers had received professional development training on smart board integration, but that the training was inadequate. Despite the challenges that business studies teachers face during the integration of smart boards, the findings of this study indicated that teachers still had an interest in and were willing to integrate smart boards into the classroom. The study recommended that teachers should be provided with sufficient professional development on the integration of smart boards in a business studies classroom, which would improve the level of competency of teachers on smart board integration in the teaching and learning process.
Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)