Dissertations / Theses: 'Social interaction tools'

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Miller, Andrew D. "Social tools for everyday adolescent health." Diss., Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/52238.

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In order to support people's everyday health and wellness goals, health practitioners and organizations are embracing a more holistic approach to medicine---supporting patients both as individuals and members of their families and communities, and meeting people where they are: at home, work, and school. This 'everyday' approach to health has been enabled by new technologies, both dedicated-devices and services designed specifically for health sensing and feedback -- and multipurpose --such as smartphones and broadband-connected computers. Our physical relationship with computing has also become more intimate, and personal health devices can now track and report an unprecedented amount of information about our bodies, following their users around to an extent no doctor, coach or dietitian ever could. But we still have much to learn about how pervasive health devices can actually help promote the adoption of new health practices in daily life. Once they're `in the wild,' such devices interact with their users, but also the physical, social and political worlds in which those users live. These external factors---such as the walkablity of a person's neighborhood or the social acceptability of exercise and fitness activities---play a significant role in people's ability to change their health behaviors and sustain that change. Specifically, social theories of behavior change suggest that peer support may be critical in changing health attitudes and behaviors. These theories---Social Support Theory, Social Cognitive Theory and Social Comparison Theory among them---offer both larger frameworks for understanding the social influences of health behavior change and specific mechanisms by which that behavior change could be supported through interpersonal interaction. However, we are only beginning to understand the role that pervasive health technologies can play in supporting and mediating social interaction to motivate people's exploration and adoption of healthy behaviors. In this dissertation I seek to better understand how social computing technologies can help people help each other live healthier lives. I ground my research in a participant-led investigation of a specific population and condition: adolescents and obesity prevention. I want to understand how social behavior change theories from psychology and sociology apply to pervasive social health technology. Which mechanisms work and why? How does introducing a pervasive social health system into a community affect individuals' behaviors and attitudes towards their health? Finally, I want to contribute back to those theories, testing their effectiveness in novel technologically mediated situations. Adolescent obesity is a particularly salient domain in which to study these issues. In the last 30 years, adolescent obesity rates in the US alone have tripled, and although they have leveled off in recent years they remain elevated compared to historical norms. Habits formed during adolescence can have lifelong effects, and health promotion research shows that even the simple act of walking more each day has lasting benefits. Everyday health and fitness research in HCI has generally focused on social comparison and "gamified" competition. This is especially true in studies focused on adolescents and teens. However, both theory from social psychology and evidence from the health promotion community suggest that these direct egocentric models of behavior change may be limited in scope: they may only work for certain kinds of people, and their effects may be short-lived once the competitive framework is removed. I see an opportunity for a different approach: social tools for everyday adolescent health. These systems, embedded in existing school and community practices, can leverage scalable, non-competitive social interaction to catalyze positive perceptions of physical activity and social support for fitness, while remaining grounded in the local environment. Over the last several years I have completed a series of field engagements with middle school students in the Atlanta area. I have focused on students in a majority-minority low-income community in the Atlanta metropolitan area facing above-average adult obesity levels, and I have involved the students as informants throughout the design process. In this dissertation, I report findings based on a series of participatory design-based formative explorations; the iterative design of a pedometer-based pervasive health system to test these theories in practice; and the deployment of this system---StepStream---in three configurations: a prototype deployment, a `self-tracking' deployment, and a `social' deployment. In this dissertation, I test the following thesis: A school-based social fitness approach to everyday adolescent health can positively influence offline health behaviors in real-world settings. Furthermore, a noncompetitive social fitness system can perform comparably in attitude and behavior change to more competitive or direct-comparison systems, especially for those most in need of behavior change}. I make the following contributions: (1) The identification of tensions and priorities for the design of everyday health systems for adolescents; (2) A design overview of StepStream, a social tool for everyday adolescent health; (3) A description of StepStream's deployment from a socio-technical perspective, describing the intervention as a school-based pervasive computing system; (4) An empirical study of a noncompetitive awareness system for physical activity; (5) A comparison of this system in two configurations in two different middle schools; (6) An analysis of observational learning and collective efficacy in a pervasive health system.

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Campano, Erik. "Online Shaming : Ethical Tools for Human-Computer Interaction Designers." Thesis, Umeå universitet, Institutionen för informatik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172899.

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A set of tools – concepts, guidelines, and engineering solutions – are proposed to help human-computer interaction designers build systems that are ethical with regards to online shaming. Online shaming’s ethics are unsolved in the literature, and the phenomenon can have devastating consequences, as well as serve social justice. Kantian ethics, as interpreted by Christine Korsgaard, provide our analytical methodology. Her meta-ethics invokes Wittgenstein’s private language argument, which also models relevant concepts in human-computer interaction theory. Empirical studies and other ethicists’ views on online shaming are presented. Korsgaard’s Kantian methodology is used to evaluate the other ethicists’ views’ moral acceptability, and guidelines are drawn from that analysis. These guidelines permit shaming, with strong constraints. Technical engineering solutions to ethical problems in online shaming are discussed. All these results are situated in the public dialogue on online shaming, and future research from other ethical traditions is suggested.

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Engfeldt, Aurora. "The Power of Talk : Creating Space for Social Interaction to Build Stress-Resilience." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-171718.

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Mental health issues are an increasing public health problem in Sweden and the most common reason for sick leave. As many preventive measures take a reactive approach, this thesis argues for more preventive work done at an earlier stage. Even though young adults and students feel more stress than other groups, there is a lack of preventive measures for this group. To build stress-resilience in society long term, thus minimizing sick leave, this thesis suggest an enhanced focus on stress prevention for young adults and students. Umeå, with its young population, being the context. By focusing on how architecture can facilitate early stress prevention through social interaction, the thesis’ purpose is to investigate what further aspects and spatial tools could be relevant for preventing negative stress. Combined with desk-based research, the investigative method has been the architect’s tool of talk, socially interacting with context relevant users and actors. The process included: 1) mapping of a student association, 2) informal group interviews through podcast sessions, set in different spatial contexts, 3) raising and discussing issue with a potential actor and 4) experiencing an existing preventive measure in context. During these moments, spatial aspects relevant for preventing negative stress were collected. Complementing social interaction, the most commonly discussed aspects, with previous studies of being stress preventive, were knowledge and nature. Having established these three main themes, facilitating architectural tools could be identified. The findings from the explorative method results in an architectural proposal including a city scale concept and a permanent building program. The city scale concept suggest a permanent-mobile building relationship for flexibility in reach and continued spatial investigations around the city enabling for further improvements. The building program suggests different levels of social interaction integrated by the stress relieving architectural tools. This thesis finds that by integrating spatial tools facilitating social interaction, knowledge and nature, it is possible to create spatial conditions for early preventing negative stress. The thesis also provides a potential strategy for finding spatial tools answering to an issue in society. As younger generations are more immersed in digital space, this thesis suggests future studies on the relationship between digital and physical space in relation to social interaction.

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Constantin, Aurora. "Supporting practitioners in social story interventions : the ISISS Authoring Tool." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/14193.

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Children with Autism Spectrum Conditions (ASC) have difficulties in learning social and communication skills. This leads to impairments in social interaction, including lack of understanding others’ intentions, emotions, and mental states, and impairments in communication both verbal and nonverbal. One of the most widely used interventions that addresses social and communication skills is the “social story”. A social story aims to support children with ASC in coping with their own behaviour. Practitioners use social stories to present specific scenarios and to help children understand how they should respond. However, the development of social stories is time consuming, and teachers comment that it is difficult to share them as a resource for others or to customise them to individual children, using their current tools. This thesis explores how a social story authoring tool can be designed, developed and evaluated. The final aim is to better support practitioners in writing, using and assessing social stories for children with ASC compared with their current approaches. A series of studies with practitioners and researchers was carried out to inform the design of a social story authoring tool and to evaluate it. A framework for social stories was built with the purpose of informing the design. Based on this framework, a prototype was iteratively designed and developed. The final prototype (ISISSImproving Social Interaction through Social Stories) was evaluated with practitioners with experience in social story interventions. The evaluation showed that ISISS is perceived by practitioners to be a considerable improvement over their current approaches. The methodology employed in this research combines Action Research, User-Centred Design and Participatory Design. Practitioners and researchers were empowered with different roles at different research stages in order to maximise their contributions to the development process.

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Moore, Christopher R. "PRODUCTION, EXCHANGE AND SOCIAL INTERACTION IN THE GREEN RIVER REGION OF WESTERN KENTUCKY: A MULTISCALAR APPROACH TO THE ANALYSIS OF TWO SHELL MIDDEN SITES." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/130.

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The Green River region of western Kentucky has been a focus of Archaic period research since 1915. Currently, the region is playing an important role in discussions of Archaic hunter-gatherer cultural complexity. Unfortunately, many of the larger Green River sites contain several archaeological components ranging from the Early to Late Archaic periods. Understanding culture change requires that these multiple components somehow be sorted and addressed individually. Detailed re-analyses of Works Progress Administration (WPA) era artifact collections from two archaeological sites in the Green River region – the Baker (15Mu12) and Chiggerville (15Oh1) shell middens – indicate that these sites are relatively isolated Middle and Late Archaic components, respectively. The relatively unmixed character of Baker and Chiggerville makes these sites excellent candidates for evaluating aspects of complexity during the Archaic. After developing a theoretical basis for evaluating the relative complexity of the social organization of the Baker and Chiggerville site inhabitants on the basis of the material record they left behind, I employ detailed analyses of the bone, antler, and stone tools from these two sites to examine six microscalar aspects of complexity – technological organization, subsistence, specialization, leadership, communication networks, and exchange. These microscalar aspects of complexity all can be linked materially to the archaeological record of the Green River region and can be evaluated as proxies for changes in social organization among the hunter-gatherers who inhabited this region during the Middle and Late Archaic periods. Although the Baker assemblage indicated greater complexity in communication networks and certain proxies for leadership and technological organization, most indicators suggest that the Chiggerville site inhabitants were the more complexly organized group and were in the process of developing a tribal-like social formation. This research, therefore, tentatively supports the hypothesis of increasing complexity through time during the Archaic. However, marked differences in the technological strategies utilized by the Baker and Chiggerville site inhabitants indicates these groups may not have been historically related, thereby violating one of the primary assumptions of the project. If this alternative hypothesis is confirmed through additional research, then no conclusions concerning change through time can be derived from this study.

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Mora, Guiard Joan. "Full-body interaction and autism : design, development and evaluation of experiences as tools for intervention on motivation and social initiation for ASD children." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/395173.

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This thesis focuses on the design, development and evaluation of a series of full-body interaction experiences as tools for intervention on motivation and social initiation for children with Autism. Autism Spectrum Disorders are characterized by challenges in social communication. Thus, it is necessary to provide support tools for motivating the learning and use of social behaviors. We developed three systems to explore the characteristics and limitations of the full-body interaction medium for the development of such tools. This thesis analyzes the characteristics of full-body interaction technologies by focusing on different physical settings, and different interaction design approaches. We have focused our research on motivation, through promoting engagement and exploration attitudes, and social behaviors, by fostering social initiation and collaboration in multi-user environments. This thesis is a first step to design full-body interaction systems for promoting motivation and social behaviors.
Aquesta tesis es focalitza en el disseny, desenvolupament i avaluació d'una sèrie d'experiències d'interacció a cos sencer com a eines d'intervenció en motivació i inicialització social en nens amb Autisme. El Trastorn de l'Espectre Autista es caracteritza per dificultats en la socialització i comunicació. Per tant, és necessari de proveir eines de suport per a motivar l'aprenentatge i ús de conductes socials. Hem desenvolupat tres sistemes per a explorar les característiques i limitacions dels mitjans d'interacció a cos sencer per al desenvolupament d'aquestes eines. Aquesta tesis analitza les característiques de les tecnologies d'interacció a cos sencer a través de focalitzar-se en diferents configuracions físiques, i diferents aproximacions de disseny d'interacció. Hem focalitzat la nostra investigació en la motivació, a través del compromís i actituds exploradores, i actituds socials, a través d'encoratjar la iniciació social i la col·laboració en entorns multi usuari. Aquesta tesis és un primer pas en el disseny de sistemes d'interacció a cos sencer per a promoure la motivació i conductes socials.

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Claassen, Hester. "Interactive tools supporting agriculture in the wine industry." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1310.

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Thesis (MTech(Design))--Cape Peninsula University of Technology, 2012
To design from a human perspective rather than from existing technological opportunities, and involving multiple stakeholders with their different perspectives, is an important aspect of participatory design and user-centered design. This thesis project was an explorative study done on a wine estate, in the Western Cape, South Africa, to find novel ICT solutions, for supporting co-operation and planning between multiple and individual work tasks in the work practice. This research explored potentials to manage multiple stakeholders and use their different perspectives to inform design research. The thesis project shows the ethnographic research gathered through video shadowing, workshop results involving the users to contribute to the development of the design by acting with a projection, leading up to a design opening and further focused on the concept development with the stakeholders.The thesis proposes a simulated concept namely the Visual Calculator (VC). This system is designed to involve several participators within a work practice. It supports calculation activities for spraying and buying chemicals. It saves the user time by incorporating standard calculations to output needed information faster. It supports planning, management and record keeping aspects of the farm manager’s work practice in the vineyard spraying process. Although the concept was more fully developed for the farm manager, the VC involves two other work roles including the owner and foreman. The concept focuses on a human centered perspective, instead of making the system fully automated, giving users control and not controlling the users. For this to be successful work should be divided and have equal responsibilities, each stakeholder can contribute and value their part of the work, knowing where it fits in, why it is important and how it influences other aspects of the work practice. The research outcome involves, envisioning the future potentials of the design (VC), design for participation, a way to identify design openings, problem solving and conceptualizing by utilizing user’s strengths.

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Johansson, Veronica. "A time and place for everything? : social visualisation tools and critical literacies." Doctoral thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3638.

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The aim of this study is to analyse mutual enactments of critical literacies and social visualisation tools as information resources. The central concept of critical literacies as used here extends and redefines prior critical literacy definitions to denote the pluralistic situated enactments of meaning through which study participants identify, question and transform bias, restrictions and power related aspects of access, control and use in relation to the tools. The study is based on two critical ethnography inspired case studies involving observations, interviews, and contextual inquiry and located in professional settings. Case 1 is centred on how a geographic information system (MapInfo) is used for analysing and preventing traffic accidents. Case 2 is centred on how a dynamic time series animating chart (Trendalyzer) is used for analysing and spreading knowledge about the world’s development. The results demonstrate co-existing critical literacies described in terms of three main directionalities as reactive, proactive, and adaptive, of which the adaptive varieties seem thus far largely overlooked. On the basis of these findings, it is suggested that dominant cognitivist and positivist narratives of visualisations should be replaced with more nuanced alternatives that emphasise the potentials of visualisation tools as evocative and non-blackboxed information resources; i.e., as encouraging new questions and allowing alternative analyses, rather than constructing them as enunciative tools providing true answers. As theoretical contributions, the dissertation argues for a conceptualisation of visualisation tools as representational artefacts and a species of documents actuating information organisation related problems of representation. It also presents a new theoretical construct for the analysis and understanding of the mutual shaping of critical literacies and information resources that includes both cultural practices and actor interests through a combination of sociocultural theories on tools and sociotechnical theories on inscriptions.

Academic dissertation for the Degree of Doctor of Philosophy in Library and

Information Science at the University of Borås to be publicly defended on Friday

14 December 2012 at 13.00 in lecture room C203, the University of Borås,

Allégatan 1, Borås.

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Kerimo, Arido, and Joseph Chabo. "Pedagogiska arbetssätt för barn med ADHD." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32471.

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Our study examines teachers’ knowledge about the neuropsychiatric disability ADHD (Attention Deficit Hyperactivity Disorder). ADHD is related to hyperactivity, impulsivity and attention dependent. It’s a neuropsychiatric disability that can be found as a disorder for pupils in the social and development environment. It requires knowledge from the teachers to create a safe and learning environment for pupils with this kind of disability. The purpose of our study is to examine which pedagogical method teachers use to create an equal education for those who have ADHD. The method in this examination is based on interviews and observations in three different schools. The results show that teachers have different knowledge to create strategies for a learning environment for pupils with ADHD. Our study also shows that it’s not just the environment that matters. The study show that interaction and to cooperate has an important meaning in the development. They need structure they can follow through the day and they need the special assistant tools that pushes the pupils to complete their homework and to follow the pedagogy that is given in the classroom. To give this opportunity, the teachers have to include every pupil no matter what need they have. The special assistance has tools and methods that they use to facilitate the pedagogy for the pupils with ADHD.

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Ehrenberg, Nils. "Designing the Militarization 2.0 research tool." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22160.

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Research is a time-consuming endeavor which requires appropriate tools to manage often vast amounts of information. Militarization 2.0 is a research project aiming to explore Militarization in social media. The aim of this project is to design a user interface for supporting researchers in projects involving large amounts of data in qualitative studies. The project will follow the design process of the first version of the Militarization 2.0 research database interface. The design process involves user studies, interviews and design and testing of paper and digital prototypes. The results include the interface prototype as well as reflections on what tools proved useful in the design process.

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Karadag, Ayla. "Hur bidrar Ipad till samspel i förskolan?" Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-25639.

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This is qualitative study of, four teacher´s views on the use of iPad in teaching and learning. In addition, I will examine the disadvantages and advantages of iPad use as a teaching tool in preschools. My questions are: What is the practical use of tablets in preschools today? Are preschool teachers using the tablet as a teaching tool? If so, how? Is the use of tablets in preschools contributing to children´s social interaction, as well as between children and teachers` social interaction? The purpose of this study was to find out how the four teachers uses the iPad as a teaching tool in the interaction between children in preschool. I have chosen to use Vygotsky’s and John Dewey´s theories. Both mention the importance of social interaction in learning processes. Interaction is a large part in socio-cultural theory, which makes the theory useful. I made qualitative interviews with four preschool teachers. I also made observations. My interviews and observations were made in two different preschools. The results showed that the iPad is a complementary educational tool. The teachers also thought that an iPad is an educational tool that can be used for different activities. The tool is used in social interaction where children expand their social development as they learn to interact, communicate and respect each other. The children communicate while talking about how to use the iPad. All teachers` attitudes were positive when it came to using the tablet in preschool. However, the teachers felt that there may be some drawbacks. Among other things, teachers must introduce the iPad properly. The iPad should be an educational tool, not a toy. Educators should therefore be present when children use the tablets.

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Olsson, Anja, and Stina Wennberg. "Att arbeta för en inkluderande förskola : Vilket stöd kan specialpedagoger erbjuda förskollärare?" Thesis, Högskolan i Gävle, Pedagogik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-31449.

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Syftet med studien är att undersöka specialpedagogers uppfattning kring inkludering i förskolan, och vilket stöd de kan erbjuda förskolläraren. För att samla in data gjordes kvalitativa intervjuer med fyra specialpedagoger i olika kommuner. Den teorianknytning som använts för att analysera resultatet är den sociokulturella teorin, där vi tar stöd i socialt samspel, verksamhet och verktyg. Resultatet visar att specialpedagogerna kan uppfatta inkluderingsbegreppet som svårt och komplext. Trots detta så visar resultatet också att det finns en samsyn på inkludering, att alla barn ska känna tillhörighet i ett socialt sammanhang. Informanterna talar om vikten av det sociala samspelet. Vidare beskriver specialpedagogerna de olika former av stöd de kan erbjuda i verksamheten. Dessa stöd innefattar rådgivning, handledning, fortbildning, samt fysiska hjälpmedel i form av AKK (Alternativ och kompletterande kommunikation) och anpassningar av den materiella kontexten som kan underlätta arbetet med inkludering av barn i behov särskilt stöd. Just den fortbildande delen beskrev specialpedagogerna som förebyggande och denna del kan förändra arbetssituationen för specialpedagogen och sättet förskolläraren ställer sig till det inkluderande arbetet.

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Grassin, Jean-Francois. "Affordances d'un réseau social pour une formation en Français Langue Etrangère : pratiques discursives, modes de participation et présence sociale en ligne." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20079/document.

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Cette recherche a pour objet les interactions en ligne sur un réseau social numérique dédié à l’enseignement / apprentissage du français langue étrangère (FLE) et s’interroge sur la façon dont l’espace en ligne s’intègre au dispositif de formation pour fournir des contextes nouveaux pour les interactions sociales et l’apprentissage de la langue. La recherche repose sur une analyse écologique d’usages dans un contexte universitaire homoglotte d’apprentissage de la langue et une analyse des discours des différents acteurs pour mettre au jour leurs perceptions du dispositif et de ses affordances ainsi que leur appropriation de l’espace en ligne. Ce travail se veut contribuer à élaborer des outils pertinents pour l’analyse de la participation et à une meilleure compréhension de ce qui se construit dans les interactions sociales, pour les participants, dans le cadre d’une communication médiatisée en contexte pédagogique. L’analyse s’intéresse (1) aux activités participatives et à leurs formats conversationnels et énonciatifs, (2) à la pluralité des modes de participation et des modes relationnels d’engagement social qui s’installent sur le réseau socio-pédagogique, et (3) aux régimes spatiaux et attentionnels propres aux espaces numériques. L’étude montre que le réseau socio-pédagogique est peu utilisé et les usages observables profitent peu des propriétés d’ouverture, conversationnelles et sociales du réseau. Si un certain nombre d’affordances sont perçues par les participants, elles restent peu actualisées dans le cadre de notre étude. Face à ces usages limités, l’analyse tente de repérer dans les discours et les activités proposées, les freins et obstacles à des changements de pratiques. A partir de ce constat, la recherche propose des pistes didactiques tenant compte des enjeux sociaux et relationnels afin que le réseau socio-pédagogique puisse plus distinctement être perçu comme un espace médiateur d’activités sociales de littératie numérique
This research aims at studying online interactions in a social network that is specific to teaching and learning French as a Foreign Language (FFL). It questions the way the virtual environment incorporates with the training device so to provide new contexts of interactions and language learning.The data used for this research belong to an academic and language learning context which enabled an ecological analysis of the uses.Furthermore a discourse analysis from various participants was undertaken to highlight their impressions of the device, the noticed affordances and their appropriation with the online environment. This study contributes at elaborating useful tools for the analysis of participation and a better understanding of social interactions in the case of a mediated communication in a pedagogical context.The analyses are based on (1) participative activities, their conversational and enunciative format, (2) the various participation modes and relationnal social commitment that flourishes in a socio-pedagogical network and (3) the spatial and attentionnal features that are specific to a virtual learning environment.The study shows that there are few uses of the socio-pedagogical network, and the various ones that have been noticed did not benefit from the network’s wide access, conversational and social design.As a certain number of affordances have been noted by the participants, few of them were used in the case of our study. Considering those limited uses, the analysis tries to spot the restraints and obstacles to these changing practices by taking into account the participant’s discourse and suggested activities. From this observation, the research suggests didactical guidelines that include this social and relational challenge - and to consider this socio-pedagogical network as an environment which mediates social activities and digital litteracy

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Mukubvu, Luke. "Reflecting on a period of change in a governmental development agency : understanding management as the patterning of interaction and politics." Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/8968.

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Management was once described as the art of getting things done through the efforts of oneself and other people (Follett, 1941) and is functionalised through acts of planning, organising, leading and controlling tasks and people for pre-defined objectives. These four cardinal pillars of management are translated into various models, tools and techniques of best practice of how to manage. While acknowledging that the substance of the current management models, tools and techniques have for years broadly contributed to how organisations are run, my research sheds more light on the shortcomings underlying some of the assumptions and ways of thinking behind these models and tools. My research findings based on my experience in working for the Department for International Development suggests that management practice and organisational change occur in the context of human power relationships in which people constrain and enable each other on the basis of human attributes such as identities, attitudes, values, perceptions, emotions, fears, expectations, motives and interests. I argue that these human attributes, human power relations and the totality of human emotions arise in the social, and understanding the ways in which these attributes shape local interaction and daily human relating is critical in making sense of the reality of organisational change and management. I suggest that management practice occurs in the context of everyday politics of human relating. It is that type of politics that takes place within families, groups of people, organisations, communities, and indeed throughout all units of society around the distribution of power, wealth, resources, thoughts and ideas. This way of thinking has enormous implications for the way we conceptualise management theory and practice. I am suggesting that managers do not solely determine, nor do employees freely choose their identities, attitudes, values, perceptions, emotions, fears, expectations and motives. These human dimensions arise from social relationships and personal experiences. As such, it is simply not for a manager to decide or force other employees on which of these human attributes to influence their behaviour. I am arguing that the social nature of management practice and role of human agents is inherently complex and cannot, in the scientific sense, be adequately reduced to discrete, systematic, complete and predictive models, tools and techniques without losing some meaning of what we do in management.

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Elmahdi, Ismail Alam. "Computers as Roommates: The Ohio University Residence Hall Computer Project and the Lives of the First-Year Students." Ohio University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1080658294.

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Rodriguez, Donaire Silvia. "Social media, interactive tools that change business model dynamics." Doctoral thesis, Universitat Politècnica de Catalunya, 2012. http://hdl.handle.net/10803/83599.

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The aim of this research is two-folded. On the one hand, it attempts to assist employers of Catalan micro-retailers in designing, implementing and developing their Social Media strategy as a complementary channel of communication. On the other hand, it attempts to contribute to the research community with a better understanding on both which building block of the micro-retailer¿s Business Model is more influenced by the customer level of interaction by means of the Social Media and how a transformation can be observed in the micro-retailers¿ Business Models as a result of the Social Media implementation. The research question to be answered in this paper is how the transformation of the activity system of the micro-retailers¿ Business Model would allow the emergence of a Participatory Business Model by means of Social Media. To carry out this research the Participatory Action Research methodology was used, whose contribution has two results: the one is more practitioner oriented and the other is more academic. The incipient results of the research showed a scarce transformation of Catalan microretailer¿s business model as a consequence of the implementation of social media. However, it is significant enough to be considered as more than just a simple adoption of an alternative channel of communication. One of the main contributions is related to how customer influences the activity system of the micro-retailer¿s business model beyond four levels of customer interaction (communication, interaction, participation and collaboration) by means of social media. On the one hand, the activity system of a business model is referred to the eight building blocks of Osterwalder, Pigneur and Tucci (2005) research that includes customer segment, customer relationship, distribution channel, capabilities, partner, value configuration, value proposition, profit and cost. On the other hand, the four defined levels of customer interaction are based on the literature of group collaboration systems. The results showed that not all the building blocks forming the business model are influenced by consumer interaction. The only building blocks influenced by an initial communication level in the current social media strategy implementation stage of our sample (five micro-retailers) are the following: customer segment, customer relationship, distribution channel, value proposition and cost. This incipient stage of transformation can be justified by a lack of effort made due to the small size of the business and a lack of team working inside the companies, easily adapting to changes. It can also be justified by the fact it was carried out by the micro-retailers only during a short period of time (14 month). Another contribution of the paper shows that Social Media transformation drives a BM innovation according to the following mediator elements: (1) the dynamic capabilities, (2) the ability of learning, (3) the dedicated effort, (4) the implementation time and (5) the level of customer participation.

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Hamza, Amela. "STL- metoden- en social process som ökar motivationen hos elever i läs- och skrivsvårigheter : Några lärarens uppfattningar, strategier och förutsättningar för att arbeta med STL- metoden för elever i läs- och skrivsvårigheter." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67938.

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Syftet med studien är att undersöka några lärares uppfattningar, strategier och förutsättningar för att arbeta med STL- metoden för elever i läs- och skrivsvårigheter. Frågeställningarna som står i fokus är hur lärarna i studien uppfattar att metoden påverkar lärandet för elever i läs- och skrivsvårigheter, strategier och förutsättningar som krävs för att arbeta med metoden och anpassningar som behövs för att eleverna i läs- och skrivsvårigheter ska få ut det mesta av metoden. Studien bygger på fem semistrukturerade intervjuer med verksamma lärare i STL- metoden, skriva sig till lärande, med olika erfarenheter av läs- och skrivlärande samt olika många år inom yrket. Vid intervjuerna användes en intervjuguide och under samtalets gång ställdes följdfrågor. Intervjuerna transkriberades för att sedan blir analyserade med hermeneutiken utifrån ett sociokulturellt perspektiv. Resultat visar på några faktorer som är viktiga vad det gäller STL som arbetssätt för elever i läs- och skrivsvårigheter som till exempel anpassa uppgifter, anpassa responsarbete, organisera grupp eller pararbete, uppdatera kompensatoriska hjälpmedel och arbeta med klimatet i klassen så att elever i svårigheter känner sig inkluderade, som en i gemenskapen och motiverade till sitt arbete.
The purpose of the study is to investigate some teachers' perceptions, strategies and conditions for working with the WTL (Writing to Learn) method for students in reading and writing difficulties in earlier years. The issues that are in focus is how the teachers in the study perceive that the method affects the learning of students in reading and writing difficulties such as, strategies and conditions required for working with the method and adjustments necessary for students in reading and writing difficulties, how they will get the most out of the method. The study is based on five semi-structured interviews with experienced teachers practising the WTL method, with different experiences of literacy teaching and different many years in the profession. The interviewer used an interview guide and follow-up questions were asked during the interview. The interviews were transcribed and then analyzed with hermeneutic from a sociocultural perspective. Results indicated some factors that are important in terms of the WTL method for students in reading and writing difficulties, such as adapting tasks, customize response work, organizing group or pair work, update compensatory aids and work with the climate in the class so that students in reading and writing difficulties feel themselves included as one in the community and motivated in their work.

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Henriksson, Annika. "”Utan mobiler och datorer skulle ingenting fungera” : Elever i gymnasiesärskolan ger perspektiv på digitala verktyg i undervisningen, det sociala samspelet och i vardagslivet." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-69527.

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Syftet med denna studie är att bidra med kunskap om elevers perspektiv på användandet av digitala verktyg i socialt samspel, som stöd i undervisningen och i vardagen. För att belysa detta område har elever som går ett nationellt yrkesprogram i gymnasiesärskolan intervjuats. Intresset för denna studie uppkom då jag genom mitt arbete inom särskolans verksamheter ibland upplevt att jag inte haft tillräckligt med kunskap inom detta område för att kunna stötta eleverna optimalt. Tidigare forskning visar att användandet av digitala verktyg i undervisningen har positiva effekter för elever med utvecklingsstörning. Det finns även forskning som visar att användandet av digitala verktyg kan bidra till ökad självständighet och delaktighet i samhället för dessa personer. Studien utgår från ett sociokulturellt perspektiv, där lärande och utveckling sker i interaktion mellan människor. En kvalitativ halvstrukturerad intervju, valdes som metod för att samla in det empiriska materialet. Resultaten i studien pekar på att eleverna använder vanligt förekommande funktioner i mobiler och datorer i många olika kontexter. Enligt eleverna är verktygen en nödvändighet för både undervisningen och för att kunna vara delaktiga i samhällets alla delar. Inga specifika funktioner eller användningsområden som kan härledas till just gymnasiesärskolans verksamhet framträdde i studien. Eleverna uttryckte att de lärt sig använda verktygen av sig själva eller utav kompisar. De uppgav också att de själva funnit lämpliga strategier och användningsområden för verktygen som kompenserar olika funktionsnedsättningar eller andra svårigheter både i och utanför skolan. För att belysa området ytterligare kan det vara lämpligt att studera användandet av digitala verktyg utifrån speciallärares perspektiv och se vilka möjligheter det finns för att utveckla användandet av de verktyg eleverna redan är förtrogna med i undervisningen.
The purpose of this study is to contribute knowledge about students’ perspectives on the use of digital tools in social interactions, education and everyday life. In order to examine this area, students in compulsory school for pupils with learning disabilities have been interviewed. The interest for this subject arose when I during my work in special school sometimes experienced a lack of knowledge, regarding digital tools, on how to support the students fully in their education. Previous research shows positive results for students with intellectual disabilities regarding use of digitals tools during education. There are also studies that show that using digital tools can contribute to increase the independence and connection to the society for these people. This study is based on a sociocultural perspective, where education and personal growth is developed by interaction between people. In order to collect empirical data, a qualitative semi-structured interview method was selected. The results indicate that the students are using common functions in both smart phones and computers in a variety of contexts. According to the students, the digital tools are necessary for their education as well as their participation in all parts of the society. The study did not result in any features or applications used specifically for educating students in compulsory school for pupils with learning disabilities. The students expressed that they learned to use the tools by themselves or from friends. They also stated that they themselves found appropriate strategies and area of use for the tools that compensate for different disabilities or other difficulties both inside and outside the school. Regarding future research in this area one suitable approach could be to use the special education teacher’s perspective as a main source and explore the possibilities to further develop the digital tools the students already are familiar with, towards a better education.

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Susi, Tarja. "The puzzle of social activity : the significance of tools in cognition and cooperation." Doctoral thesis, Linköping : Department of Computer and Information Science, Linköping University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7283.

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Summe, Chad M. "Mixed-Class Co-Living: Using Social Interaction as a Design Tool to Combat Socioeconomic Segregation." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1617107052139896.

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Hedström, Peter. "Ensemblespel : Ett socialt redskap främjar såväl interaktion som integration." Thesis, Linnéuniversitetet, Institutionen för musik och bild (MB), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-33965.

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Being an immigrant in a Swedish school today might not be easy. It´s quite difficult to be accepted and becoming a part of an already functioning group. Difficulties with the Swedish language doesn´t make it easier. Besides that the requisites of the school curriculum program are very demanding and Swedish students are often in advantage already being a part of the system for many years. By following five immigrant boys in grade 6 during ten ensemble lessons, one concert and individual interviews with the boys as well as with their teacher, this study aims to investigate how ensemble playing can function as a social tool and promote interaction as well as integration. The results in this study show that ensemble playing in fact can function as a social tool. The boys developed abilities in playing an instrument as well as cooperating and analyzing by using the social tool of ensemble playing. The results even show that ensemble playing can promote interaction as well as integration. Above everything was the concert where the boys acted in front of their classmates and were treated with great respect and acceptance.

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Jensen, Danicka R. "Pivotal response treatment as a tool to increase social interactions among children with autism." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10195940.

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The purpose of this research was to determine if implementation of Pivotal Response Treatment (PRT) is effective in improving the social skills of children with autism. Data was collected in the context of an alternating treatment design across three children who had deficits in social skills; specifically, in initiating play, taking turns, and sustaining length of engagement. The intervention included using preferred stimuli, child choice, task variation, reinforcing attempts, natural environment, and natural reinforcers. Results of the study indicated that all three children increased their number of turns taken and length of engagement during intervention. The effects of PRT are discussed in relation to existing research.

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Nihlén, Maria, and Löwenberg Frida Larsson. "To Work Quitely in the Classroom- The verbal interaction as a tool in teaching." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29842.

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Vårt syfte är att undersöka på vilket sätt pedagoger använder det verbala samspelet som verktyg i sin undervisning med utgångspunkt i dialoger. Olga Dysthe och Lev Semjonovitj Vygotskij som är två forskare, betonar båda vikten av dialogens förekomst i klassrummet. I vår studie har vi valt att lägga stor tyngd på dessa forskare, då de enligt oss har spelat en avgörande roll för dagens aktuella pedagogik. Vi har valt att använda oss utav två kvalitativa metoder, observation och intervju. Observationerna skedde i fyra klasser med elever i årskurs fem, det vill säga barn som är 11-12 år samt en intervju med en av klassernas pedagoger. Vi kompletterade undersökningen med ytterligare tre pedagogers skriftliga enkätsvar. Undersökningarna genomfördes i två klasser på en central skola i en större stad samt i två klasser i en byskola belägen utanför staden. Vårt resultat visar att pedagogernas ambitioner att skapa dialoger i klassrummet, inte alltid överensstämmer med det som sker i praktiken. Vi kom i vår undersökning fram till att samtalsstrukturen i storstadskolan till stor del bestod av lärarstyrda monologer, medan det i byskolan i stor utsträckning förekom dialoger. Vi kunde vidare konstatera att det val av samtalsstruktur som pedagoger valde att använda sig av, hörde ihop med om pedagogen använde sig av autentiska eller ickeautentiska frågor. De autentiska frågorna gav eleverna möjlighet till diskussion och reflektion vilket forskning visar är viktiga moment i barns inlärningsprocess (Dysthe, 1995; Vygotskij, 1999).

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Desai, Urvashi. "Student Interaction Network Analysis on Canvas LMS." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588339724934746.

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Ó, Duibhir Conall. "Simulating Systems : Interactive computer simulations as an educational tool for teaching about social-ecological systems." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105265.

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This study adopts an experimental design to examine the use, in practice, of interactive computer simulations as educational tools. With the accelerated use of digital learning and the urgency of implementing sustainable development, the important role of interactive computer simulations is examined. While rooted in the digital humanities, the study focuses on ecopedagogy as a theoretical lens by which to assess critical learning. Drawing on previous research, ‘Shiny’ was used to develop a simple, interactive application consisting of a tool where users can calculate the cost and carbon emissions of energy production within a specific system. This application was used as part of a participatory experiment with 47 participants, and the data returned was analysed to examine its educational merit. The findings of the study indicate positive engagement with the simulation tool used, along with important lessons for further study.

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Hoskin, Rachael. "Employing the opinion-based group interaction method as a social intervention tool against modern and old fashioned sexism." Thesis, Hoskin, Rachael (2013) Employing the opinion-based group interaction method as a social intervention tool against modern and old fashioned sexism. Honours thesis, Murdoch University, 2013. https://researchrepository.murdoch.edu.au/id/eprint/26993/.

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While recent times have witnessed significant improvements, sexism remains a problem in Australia. Yet, sexism is often denied within society. This thesis considers the role of small group interaction in promoting awareness of, and action against, sexism. Specifically, two studies test the hypothesis that participants will recognise and act against sexism when they believe other people share their views (opinion consensus), and other people are prepared to act (action consensus). The opinion-based group interaction method is employed as a mechanism through which the role of opinion and action consensus can be considered. Study 1 (N = 37) found that participants were more likely to find consensus around action than opinion, and, contrary to expectations, higher collective action intention was found in the brainstorming condition. Study 2 (N = 123) found that group interaction facilitated awareness of modern sexism, but only in the old fashioned sexism condition. Results are discussed in relation to theoretical implications for social psychological understanding of sexism, and methodological issues raised in the research. Overall this research highlights the contested nature of modern sexism in contemporary Australian society.

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Galotti, Boetti Victor Leandro. "Use of Social Network Analysis as a tool to evaluate success on construction projects and team interactions." Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1453527.

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Cotoranu, Alexandru. "Supporting Interaction Designers through the Accomplishment Support Tool: IxD Companion." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23765.

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This thesis paper addresses a problem of motivation that interaction designers experience when managing multiple design processes while keeping track of many design considerations. Once this issue is described at length, the paper focuses towards a possible solution in the form of a hybrid between creativity and productivity support tools: an accomplishment support tool. This tool is meant to support interaction designers in their experience with managing multiple processes.This paper does not suggest that interaction design is the only profession that suffers from the motivation issue that is described, nor does it deny that other professions could benefit from the use of such a tool. The paper merely attempts to narrow the issue down to one profession so that it may be addressed within the limits of the thesis project.The paper explores the need for such a tool by inspecting and analyzing current methods and digital applications used by interaction designers and mentions how this need is addressed with solutions based on relevant theories from diverse areas of interest. As defining qualities emerge from a combination of theoretical and practical research, case studies are described from a preparation perspective and then as experienced by workshop participants and interviewees.The case studies (which include workshops and prototype modules) are then reflected upon and discussed in terms of their impact on the overall goals of the thesis project. A final prototype in the form of a web application, IxD Companion, is then described through scenarios of use and assessed in the conclusion. Suggestion to future work on accomplishment support tools such as IxD Companion, as well as others, is provided at the end.

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Jansson, Ove. "Using social network analysis as a tool to create and compare mental models." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119369.

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The field of social network analysis has expanded from the field of social science to the fields of human factors and ergonomics. There is a theory that suggest that one can use the social network methods and create an information network which describes the network from an information sharing perspective and and there are also theories which describes how social network analysis can be used study cognitive maps (mental models). This thesis touches both of these subjects in an attempt to investigate how social network analysis can be used together with real-time information as a data source to investigate the cognitive maps of individuals and comparing these maps with an organisations expected structure based on protocols. The study conducted showed that it was indeed possible to change the social network analysis method into an information based network which explains the origin of a mental model and to study information be- haviour, in a network, but there are still variables which needs to be studied further (e.g. failed information sharing and temporal aspects of information sharing).

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Patanè, Ivan. "L'espace péripersonnel : un espace pour inter-agir." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE1060.

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L'espace entourant notre corps est d'une importance vitale: nous surveillons attentivement les objets (animés et inanimés) qui entrent dans les limites de l'espace à immédiate proximité du corps pour interagir avec eux. Dans le domaine des neurosciences cognitives, cet espace est exemplifié par le concept d'espace péripersonnel (PPS), une représentation hautement plastique qui intègre des stimuli tactiles et visuels présentés sur et près du corps. Cette représentation semble contribuer au guidage efficace des actions, cependant dans la littérature on ne retrouve aucune preuve substantielle de l'implication du PPS dans le contrôle des actions. Un argument en faveurs de cette hypothèse dériverait de la preuve que la plasticité du PPS peut effectivement survenir avant le début du mouvement, plutôt que pendant le mouvement. Les résultats de la première étude (chapitre II) révèlent que les informations visuelles et tactiles interagissent de manière significative déjà au cours de la phase de planification de l'action et que cette interaction visuo-tactile augmente ultérieurement au cours des étapes successives du mouvement. Un tel processus de « remappage » visuo-tactile du PPS, qui précède temporellement et accompagne par la suite l'exécution de l'action motrice, semble donc idéalement adapté à pour aider au guidage de nos actions. Récemment, il a été suggéré que le PPS pourrait jouer un rôle dans le guidage des interactions motrices entre individus. En psychologie sociale, l'espace autour du corps est appelé espace interpersonnel (IPS), défini comme l'espace que les individus maintiennent autour d'eux et dans lequel les autres ne peuvent pas pénétrer sans susciter d'inconfort. En raison de certaines similitudes entre les représentions du PPS et du IPS, certains auteurs ont soulevé la question d'un éventuel partage de certaines caractéristiques fonctionnelles entre ces deux représentations. Le deuxième objectif de ma thèse etait de tester cette hypothèse en exploitant un autre processus de «remappage» plastique du PPS, c'est-à-dire celui induit par l'utilisation d'un outil. Les résultats de la deuxième étude (chapitre IV) montrent que l'utilisation «standard» d'un outil «allonge» le PPS, mesuré par la distance d'atteignabilité d'une autre personne, mais n'influence pas l'IPS, mesuré par la distance de confort envers la même personne. Dans la troisième étude (chapitre V), nous avons introduit une nouvelle variante plus sociale de l'utilisation d'un outil pour examiner la plasticité sensorimotrice et sociale des deux espaces. Les résultats obtenus révèlent que l'utilisation sociale d'un outil «allonge» le PPS et en même temps «réduit» l'IPS. La démonstration que l'on peut induire des changements directionnellement opposés entre les deux représentations, falsifie l'hypothèse selon laquelle il peut y avoir un chevauchement fonctionnel entre PPS et IPS. Ces exemples de dissociation fonctionnelle peuvent donc servir à éviter une association inappropriée entre les deux concepts. Si l'hypothèse de l'identité fonctionnelle avec l'IPS ne semble pas légitime, il n'en demeure pas moins que le PPS est également sensible aux variables sociales. La dernière étude (Chapitre VII) vise donc à explorer cette sensibilité du PPS vers une dimension sociale fondamentale, encore inexplorée: la propriété privée. Les résultats de la quatrième étude indiquent que la propriété d'un objet, qu'elle soit considérée comme individuelle ou partagée, est essentielle pour l'émergence des propriétés dynamiques du PPS. Les stimuli visuels influencent effectivement la perception tactile d'une manière plus marquée au début du mouvement, mais seulement lorsque l'objet appartient au participant. Il convient de noter qu'un effet similaire apparaît également lorsque l'on observe une autre personne agir sur l'objet qui lui appartient... [etc]
The zone that surrounds our body is of vital importance: we carefully monitor the objects (both animate and inanimate) that enter the boundaries of the immediate space around the body to interact with them. In the neurocognitive field such a space is captured by the concept of peripersonal space (PPS), a highly plastic representation that integrates tactile and visual stimuli presented on, and close to, the body. This system seems to contribute to the efficient guidance of actions, yet, a clear demonstration of a prominent role of PPS in control of actions is critically lacking. Strong support for this would derive from evidence that PPS plastic changes occur before rather than after movement onset. The results from the first study (Chapter II) reveal that visual and tactile information strongly interact already during the planning phase of action and this visuo-tactile interaction is further enhanced during subsequent movement phases. Such a visuo tactile remapping of PPS that temporally precedes and subsequently accompanies overt motor execution is ideally suited to planning and guiding actions. Recently, it has been suggested a possible involvement of PPS in the guidance of motor interactions between individuals. In social psychology, the space around the body is termed interpersonal space (IPS), defined as the area individuals maintain around themselves into which others cannot intrude without arousing discomfort. Because of some similarities between the PPS and IPS constructs, some authors have raised the question of whether they share some functional features. The second aim of my thesis is to test this hypothesis by taking advantage of another PPS remapping, namely that one induces by tool-use. The results of the second study (Chapter IV) show that “standard” tool-use ‘extends’ PPS, as measured by reaching distance toward a peer, but does not affect IPS, as measured by the comfort distance toward the same peer. In the third investigation (Chapter V), we introduced a novel form of “social” tool-use setting to test for both sensorimotor and social plasticity of the two spaces. The findings that social tool–use ‘extends’ PPS and ‘reduces’ IPS, inducing opposite changes on each representation, clearly disconfirms the hypothesis . that there might be functional overlap between these sectors of space. Such examples of functional dissociation may therefore be sufficient to warn scholars to refrain from risky conflations between the two concepts. If the assumption of functional identity with IPS does not appear to be legitimate, it is true that PPS is sensitive to social features. The last study (Chapter VII) is thus aimed at probing this sensitivity of PPS to a so far unexplored but fundamental social dimension: ownership. The results from the forth study indicate that, whether considered to be as individual or shared property, ownership of an object is critical for the PPS dynamic properties to emerge. Visual stimuli affected touch perception more strongly at the movement onset than before, but only when the object belonged to the acting participant. Interestingly, a similar remapping was found when simply observing the peer acting on her own belonging. In a follow-up experiment we investigated PPS plastic changes when property of the target object was shared between the two agents. In this case, PPS remapping emerged not only when acting in first person, but also when observing the peer acting upon the shared object. Taken together, these findings critically inform current theoretical models about space around our body and about its function in our sensorimotor and social inter-actions

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Spuck, Timothy S. "What do Astronomers Do| A Survey of U.S. Astronomers' Attitudes, Tools and Techniques, and Social Interactions Engaged in through their Practice of Science." Thesis, West Virginia University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10616586.

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Astronomy is one of the oldest STEM enterprises today. It is a discipline through which technology has been advanced, as well as our understanding of the universe. Further, astronomy is a gateway science that inspires the imagination of young learners, and can be used to promote STEM careers. In order to advance the astronomy enterprise, we must maintain an informed citizenry. The practice of astronomy has changed over time; astronomy today is much different than it was 50 years ago. In an effort to identify the current practice of astronomy, or what it is that today’s astronomers do, 478 U.S. astronomers participated in the study focusing on their engagement in three areas of scientific practice; science attitudes, tools and techniques, and social interactions. In addition, astronomers’ perceptions about career choice, work-related activities they engage in, motivations for doing astronomy, and changes needed in education were also explored. Data were collected over a 3-month time period via an online survey and telephone interviews. Data provided by survey participants provides a solid foundation from which findings and conclusions are drawn. Today’s population of astronomers is largely white, male, and older, however moving toward gender balance. The population as a whole places great importance on the practice of attitudes such as thinking critically, respecting the evidence, honesty, and objectivity. Unlike many might think, astronomers spend little time at the telescope collecting data, but rather the vast majority of their time is spent working at a computer. Further, engaging in administrative duties, writing, use of mathematics, searching for funding, mentoring others, and collaborating with colleagues are all critical tools/techniques and social skills in the practice of astronomy today. Finally, pop culture and personal experience plays a significant role in attracting individuals to a career in astronomy, and exploration and uncovering that which is unknown, the thrill of discovery, is what keeps them motivated. This study identified and quantified the activities in which professional astronomers engage, and the findings can be used to design formal and informal learning experiences K through adult to more closely reflect the science of astronomy and the people who engage in the practice.

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Amicone, Patricia Weigel. "Multimedia technology as a presentation and archival tool for teaching history/social science." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1300.

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This project was created to provide teachers with a model multimedia project that demonstrates the use of multimedia as both a presentation tool and an archival instrument. It provides teachers with a simple guide to help them teach students how to use multimedia as a productivity tool in the classroom. This outline gives a step by step format that guides teachers and students through the development and presentation process. In addition, an evaluation rubric is provided that offers teachers a concise means to monitor student learning.

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Mayer, Miriam. "Democratising the City: Technology as Enabler of Citizen-Led Urban Innovation." Thesis, Ludwig-Maximilians-Universitat Munchen, 2018. https://eprints.qut.edu.au/115908/1/Masterarbeit%20Miriam%20Mayer_final_opt.pdf.

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This study deals with finding a way to enable citizen-led urban innovation through technology while concentrating on various aspects of controversial city developments. Therefore the literature concerning this topic is first investigated and current online systems designed for citizens to engage in city development decisions explored. In addition, literature, approaches and systems related to conflict resolution are also presented and discussed. By means of applying multiple design cycles, including several user studies, an online platform for citizens to elaborate controversial ideas for the city together was developed. These design cycles were focused on first finding a suitable process to elaborate on ideas and find consent. The process implementing this is tested during two workshops that portray the procedure that would be realised on the platform. Findings after each workshop are used to revise the process. In order to design a user interface that could implement such a process first an expert focus group was asked to brainstorm solutions for multiple design questions. Considering this input two platform mock-ups were created and shown to participants to receive feedback. A final prototype of the online platform was then implemented and tested in a final user study. During this study participants elaborated an idea together to test the whole resulting product, while being able to use the online platform in an in the wild setting. In spite of discovering how dependent the usage of the platform is on its users, the feedback received for the general idea of using an online platform to elaborate on ideas and find consent was overall positive.

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Defreitas, Jillian. "Acceptance and Commitment Training to Enhance a Behavioral Parent Training with Parents of Children with Autism." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5934.

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Behavioral Parent Training (BPT) is an effective teaching package that is often used to teach new parenting skills. While BPT has been established as efficacious in teaching parenting skills, performance often returns to baseline levels. There may be myriad reasons for this; however, it is possible that competing contingencies in difficult behavioral interactions, and long histories of practices that solve behavioral issues in the short term, affect parents’ ability to implement what they were taught. This study sought to impact parental treatment integrity of a common set of parent training practices via an Acceptance and Commitment Training protocol. Parents were exposed to a behavioral parent training workshop targeting three parenting tools. Follow up measures were collected on implementation integrity and rate of parental coercive behaviors. Low levels of parenting skill implementation integrity were observed during baseline. Following the BPT training phase, implementation of parenting skills showed an increasing trend while parental coercives decreased in level. For the parent who met mastery criteria for all three tools, a follow up period, in which no feedback or training was implemented, and a decrease in level in parenting skill implementation integrity was observed. Following this, the parent participated in an Acceptance and Commitment Training (ACTr) workshop consisting of experiential exercises, metaphors, and homework assignments. After the ACTr workshop, implementation of parenting skills showed a continued increasing trend toward mastery, and frequency of negative parent-child interactions showed a further decreasing trend, as well for all parents.

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GIL, VENEGAS IVONNE CRISTINA. "LIGHT AS A TOOL TO STRUCTURE URBAN PLANNING : A Socially-Oriented Approach." Thesis, KTH, Ljusdesign, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-230654.

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How can light positively influence and encourage pedestrians’ engagement and interaction with the urban environments at night? In this Master Thesis, I questioned how to develop nighttime urban planning from a socially-oriented approach. In order to answer this question, I studied different evidence such as two publications, three lighting designers’ and a lighting studio’ approach; three case studies analyses, two of them located in Colombia (Cartagena and Medellín) and one in Sweden (Stockholm);and my own qualitative observation and quantitative measurements studied between April and May at Norrmalmstorg and Biblioteksgatan in Stockholm, Sweden. From that review, I propose a Guideline consisted of three sections: (1) Main dimensions, (2) lighting attributes, and (3) lighting systems in urban planning. In general, this guideline is a framework to develop the analytical tools for various design stages in nighttime urban planning.

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Кухній, Леся Степанівна, L. S. Kukhnij, and Л. С. Кухний. "Формування синергетичного механізму функціонування підприємства як складової частини соціально-економічної системи." Thesis, Тернопільський національний технічний університет ім. Івана Пулюя, 2017. http://elartu.tntu.edu.ua/handle/123456789/18605.

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Захист відбудеться « 24 » лютого 2017 р. о 13 00 годині на засіданні спеціалізованої вченої ради Д 58.052.05 Тернопільського національного технічного університету імені Івана Пулюя за адресою: 46008, м. Тернопіль, вул. Білогірська, 50 (корпус No 10, зала засідань). З дисертацією можна ознайомитися у бібліотеці Тернопільського національного технічного університету імені Івана Пулюя за адресою: 46008, м. Тернопіль, вул. Руська, 56.
Робота виконана на кафедрі економіки та фінансів Тернопільського національного технічного університету імені Івана Пулюя Міністерства освіти і науки України
Дисертаційну роботу присвячено розробленню науково-методичних засад і практичних рекомендацій щодо формування синергетичного механізму функціонування підприємства як складової соціально-економічної системи України. У роботі поглиблено та доповнено понятійний апарат синергетичного механізму функціонування підприємства. Визначено типи синергії та можливі напрями формування синергетичного ефекту на підприємстві. Запропоновано концептуальну модель синергетичного механізму функціонування підприємства. Здійснено аналіз динаміки розвитку електротехнічної промисловості на вітчизняному та світовому ринках як передумови їх успішного функціонування. Представлено методику проведення внутрішніх змін на цих підприємствах, які пов’язані з впровадженням концепції синергії. Запропоновано поетапний процес формування синергетичного механізму взаємодії підприємств вітчизняної електротехнічної галузі. Апробовано методику оцінки синергетичного ефекту взаємодії підприємств означеної галузі. Запропоновано удосконалення процесу структуризації підприємств. Визначено особливості узгодження взаємодії у синергетичному механізмі функціонування структурних підрозділів підприємства. Представлено процес удосконалення існуючого механізму функціонування підприємств електротехнічної галузі наближенням до синергетичного.
The thesis is devoted to development of scientific and methodological foundations and practical recommendations on forming synergistic mechanism of the enterprise as part of the socio-economic system of Ukraine. The paper clarified and improved conceptual framework of the synergistic mechanism of the enterprise. Types of synergies and possible ways of forming synergistic effect on the company. A conceptual model of synergistic mechanism of the enterprise. The analysis of the dynamics of the lighting industry in the domestic and international markets as a prerequisite for their successful operation. The methods of internal changes in the domestic lighting industry enterprises that are associated with the introduction of the concept of synergy. The algorithm of forming synergistic mechanism of interaction between enterprises of domestic lighting industry. Techniques synergy of interaction between enterprises the designated area. The system of coordination in synergetic interaction mechanism of functioning of enterprises of lighting industry. The algorithm analysis and improvement of the functioning of enterprises of lighting industry in accordance with synergistic. The features of realization of the synergistic mechanism of functioning of enterprises of lighting industry.
Диссертационная работа посвящена разработке научно-методических основ и практических рекомендаций по формированию синергетического механизма функционирования предприятия как составляющей социально – экономической системы Украины. Объектом диссертационного исследования выступал процесс формирования синергетического механизма функционирования предприятия как составляющей социально – экономической системы. Предметом исследования является теоретико-методические основы формирования синергетического механизма функционирования предприятия и практические аспекты их применения. В работе исследованы понятийный аппарат синергетического механизма функционирования предприятия, в частности предложено определение понятий «синергия», «синергетический эффект», «синергетический механизм функционирования», а также обобщено и дополнено типологию синергии, в соответствии с которой они разделены на две группы – внешние и внутренние. Предложенный на основе обобщения исследований ученых, синергетический механизм функционирования предприятия как составляющей социально – экономической системы формируется из следующих составляющих – источники и условия реализации синергии, инструменты и результаты синергии, которые основываются на принципах синергии. Используя этот механизм специалисты смогут обобщить информацию о внешних и внутренних связях элементов предприятия, определить потенциал взаимодействия этих элементов, упорядочить согласование их взаимодействий организационно-мотивационными средствами путем установления согласованной зависимости результатов и оплаты труда его структурных элементов, обеспечить оптимальность управления предприятием как составляющей социально- экономической системы. Проведен анализ динамики развития электротехнической промышленности на отечественном и мировом рынках как предпосылки их успешного функционирования. В диссертационном исследовании представлена методика проведения внутренних изменений на предприятиях отечественной электротехнической отрасли, связанные с внедрением концепции синергии. Предложен поэтапный процесс формирования синергетического механизма взаимодействия предприятий отечественной электротехнической отрасли. Проведена апробация методики оценки синергетического эффекта взаимодействия предприятий указанной отрасли в результате реализации ими объединенных операционной, финансовой и инвестиционной деятельности, которые предстоит рассчитать на основании их отчетности. Эта методика позволяет специалистам осуществлять аналитическое обоснование эффективности интеграции, определить динамику денежных потоков в результате объединения предприятий и спрогнозировать их динамику роста от объединения капиталов предприятий. Для установления оптимальных форм взаимодействия между структурными единицами предприятия электротехнической отрасли предложено усовершенствовать иерархическое строение путем введения организационного уровня, который предполагает единство объекта и субъекта управления, что дает возможность согласовывать взаимодействие структурных единиц этих предприятий по вертикали. Согласованное взаимодействие между подсистемами образуется путем установления целей подсистемы низшего иерархического уровня, которые являются средствами достижения целей вышестоящих подсистем. Для реализации этих взаимодействий в работе впервые разработана модель механизма функционирования элементарной социально - экономической системы (ЭСЭС, структурной единицы)) предприятия электротехнической отрасли, которая отражает взаимодействие социальной и экономической функций преобразования и устанавливает зависимость личных интересов от интересов производства, а единство всех механизмов ЭСЭС всех иерархических уровней создает синергетический механизм целого предприятия. В работе представлено формальное отражение этого механизма в виде логического выражения. Представлено алгоритм совершенствования механизма функционирования предприятий электротехнической отрасли соответственно концепции синергии, что дает возможность определить меры направленные на совершенствование организационной структуры этих предприятий и механизмов функционирования их ЕСЕСов приближением их к синергетическим. Предложено для практического воплощения синергетического механизма функционирования предприятий электротехнической отрасли применять в соответствии организационные документы, а также разработана система оплаты и система мотивации труда, которая ориентирует персонал на достижение целей предприятий за счет синергетического эффекта от установки функциональной зависимости вознаграждения за результат конкретного труда

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Shaw, Shirley A. "Hypercard: A promising tool for constructivist methodolody." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1121.

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Suarez, Karlsson Camilla, and Celine Nordenhed. "Interaktion och goda relationer – viktiga inkluderingsaspekter i förskolan : Hur skattningsprogrammet Inclusive Classroom Profile kan synliggöra och skatta inkluderande verksamheter i förskolan." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146908.

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The ability to participate in adequate relationships with peers and with adults is highlighted in research as important for all children’s development and learning. Research also shows that children who have difficulties with social interactions may be excluded from the peer group social context, if observant adults do not take an active and supportive role to facilitate peer interactions. To ensure that all children regardless of needs nor disability are given the opportunity to develop and learn, the preschool systematically and continuously needs to evaluate how they operate with the task of supporting children’s social relationships and participation. Inclusive Classroom Profile (ICP) is a structured observation rating scale developed recently in the UK and used in several contexts (i.e. United States) to measure quality in inclusive preschool settings based on twelve areas that are particularly important to consider for children with special educational needs.The aim of this study is to analyse and discuss two of the twelve contents of the ICP program, and to investigate its usefulness in the Swedish preschool. These contents are adult relationships with children and adult support in child interactions with peers. This study is a part of a project called Play and interaction for all children in inclusive preschool environments, initiated by the Department of Special Education, Stockholm University. The study is based on a qualitative research approach and is based on interviews with five preschool teachers and four observations in preschool learning environments.The result shows that the ICP can be a tool for development of an inclusive early childhood program in a Swedish context, both as a self-assessment tool and as a quality improvement tool. The two areas that have been estimated in the ICP have been perceived as relevant to the studies participants because of its importance for children`s development and its correlation with the Swedish preschool curriculum. However, there are certain concepts and formulations in the ICP that has brought objections during the interviews, for example, adults consistently ignore children´s efforts to interact with peers and adults consistently ignore children´s effort to interact with peers. Based on these reports, it seems that some formulations should be adapted or explained in the comments. The assessments made through the ICP make it possible to capture shifts in the quality of interactions that take place in the various inclusive activities. The quality differences have been made visible and evident by the ICP tool. This indicates that the ICP may be useful to estimate and evaluate operations, both in order to make improvements and also to reduce shortcomings in the learning environments. This is an important goal to achieve, especially considering that an equitable preschool with good quality may have a great impact for children in vulnerable situations.

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Suarez, Camilla, and Celine Nordenhed. "Interaktion och goda relationer – viktiga inkluderingsaspekter i förskolan : Hur skattningsprogrammet Inclusive Classroom Profile kan synliggöra och skatta inkluderande verksamheter i förskolan." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-143801.

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The ability to participate in adequate relationships with peers and with adults is highlighted in research as important for all children’s development and learning. Research also shows that children who have difficulties with social interactions may be excluded from the peer group social context, if observant adults do not take an active and supportive role to facilitate peer interactions. To ensure that all children regardless of needs nor disability are given the opportunity to develop and learn, the preschool systematically and continuously needs to evaluate how they operate with the task of supporting children’s social relationships and participation. Inclusive Classroom Profile (ICP) is a structured observation rating scale developed recently in the UK and used in several contexts (i.e. United States) to measure quality in inclusive preschool settings based on twelve areas that are particularly important to consider for children with special educational needs.The aim of this study is to analyse and discuss two of the twelve contents of the ICP program, and to investigate its usefulness in the Swedish preschool. These contents are adult relationships with children and adult support in child interactions with peers. This study is a part of a project called Play and interaction for all children in inclusive preschool environments, initiated by the Department of Special Education, Stockholm University. The study is based on a qualitative research approach and is based on interviews with five preschool teachers and four observations in preschool learning environments. The result shows that the ICP can be a tool for development of an inclusive early childhood program in a Swedish context, both as a self-assessment tool and as a quality improvement tool. The two areas that have been estimated in the ICP have been perceived as relevant to the studies participants because of its importance for children`s development and its correlation with the Swedish preschool curriculum. However, there are certain concepts and formulations in the ICP that has brought objections during the interviews, for example, adults consistently ignore children´s efforts to interact with peers and adults consistently ignore children´s effort to interact with peers. Based on these reports, it seems that some formulations should be adapted or explained in the comments. The assessments made through the ICP make it possible to capture shifts in the quality of interactions that take place in the various inclusive activities. The quality differences have been made visible and evident by the ICP tool. This indicates that the ICP may be useful to estimate and evaluate operations, both in order to make improvements and also to reduce shortcomings in the learning environments. This is an important goal to achieve, especially considering that an equitable preschool with good quality may have a great impact for children in vulnerable situations.
Inkluderande Lärandemiljöer och Tidiga Insatser

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Schumacher, Marinita. "Proposition of a Tool to Build Virtual Teams : Virtual Team Building Support System : Considerations of Virtual Project Management, Competence Management and Virtual Team Interaction." Phd thesis, Ecole Centrale Paris, 2011. http://tel.archives-ouvertes.fr/tel-00997402.

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Virtual teams become more and more courant in today's organisations for New Product Development (NPD) of a new product, service, system or organisational process. As potential partners of those projects are spread out over countries, organisations need access to a dynamic communication to increase de-centralisation and globalisation of work processes. Many organisations have responded to this dynamic environment by introducing virtual teams. These virtual teams have specific characteristics including distance of geography or time and cultural or organisational differences. In this PhD thesis we provide a preliminary design of a tool of support to build virtual teams, named Virtual Team Building Support System (VTB Support System). The VTB Support System functions as tool of analysis, communication and planning for virtual team building in the domain of NPD. This tool is a support that facilitates the constitution of a virtual team not only in organisations but also in projects without a real organisational structure. The VTB Support System identifies requirements and provides recommendations and adaptable technical solutions that permit to build a virtual team. In a virtual environment, project members can change frequently, which necessitates to identify the requirements of a VTB Support System to build those virtual teams. The process of virtual team building is not just limited to team development under the aspect of human resources or human interactions but takes also the organisation of working processes into account. The recommendations for virtual team building take into consideration three domains that are precisely presented in this work as Virtual Project Management (VPM), Competence Management (CM) and Virtual Team Interaction (VTI). In order to provide the VTB Support System, we choose the holistic approach of the functional analysis. This allows us to identify all the functions of the VTB Support System that describe the requirements of such a system. Then, we use the tool of Quality Function Deployment (QFD), especially the "house of quality", to deduce substantiated recommendations of the most important functions that are detected by the functional analysis. The house of quality allows representing the recommendations or technical solutions and the functions (issues of a functional analysis) in a matrix and to evaluate if a recommendation or a technical solution satisfies the demand of one or multiple functions. The VTB Support System is applied in three different cases, which underlines the generic aspect of the model.

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Tshuma, Sibhekinkosi Anna. "Reading clubs as a literacy intervention tool to develop English vocabulary amongst Grade 3 English second language learners at a school in Grahamstown, Eastern Cape." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011755.

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This study is part of a larger research programme that seeks to contribute towards an understanding of South Africa's complex literacy landscape and formulate strategies that may address these particularly in the Foundation Phase. It is a case study of one public primary school in Grahamstown where isiXhosa is used as a medium of instruction until Grade 3, after which the medium of instruction changes to English. This transition is not helped by the little reading that happens in the language at the FP. The learners under study are Grade 3 isiXhosa first language speakers, learning English as a First Additional Language (FAL) with limited exposure to the language. Through a qualitative participatory action research process, the study investigated the extent to which a reading club in general and a responsive reading programme in particular, might develop learners' English vocabulary at this particular school. The value of reading clubs as a vehicle for second language learning as well as the importance of considering learner needs in the development of the reading programme are key contributions this study makes. The study draws on social constructivism as a theoretical framework based on the principle that learning is a social acitvity. Vygotsky (1978) states that language learning (LL) takes place through interactions in meaningful events, rather that through isolated language activities. The process is seen as holistic, that is, each mode of language supoorts and enhances overall language development. Furthermore, LL develops in relation to the context in which it is used, that is, it develops according to the situation, the topic under discussion and the relationship betwwen participants. Language also develops through active engagement of the learners. The role of the teacher or a more competent other is then seen as that of a facilitator in a learning context in which learners are viewed as equally capable of contributing to their learning through learning from and with each other (Holt and Willard-Holt, 2000). Vygotsky's theory of social interaction has been influential in highlighting the important role of social and cultural contexts in extending children's learning. The preliminary results of this study point toward the importance of the learning environment, particularly an informal environment in second language development. The results also highlight the need for learners (a) to be provided with opportunities to engage with meaningful and authentic texts, (b) to be allowed to make their own book choices, (c) to participate in large group, small group and individual activities to enable them to engage with a variety of texts, and (d) to confront vocabulary in a variety of ways through multiple texts and genres.

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Velor, Tosan. "A Low-Cost Social Companion Robot for Children with Autism Spectrum Disorder." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41428.

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Robot assisted therapy is becoming increasingly popular. Research has proven it can be of benefit to persons dealing with a variety of disorders, such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and it can also provide a source of emotional support e.g. to persons living in seniors’ residences. The advancement in technology and a decrease in cost of products related to consumer electronics, computing and communication has enabled the development of more advanced social robots at a lower cost. This brings us closer to developing such tools at a price that makes them affordable to lower income individuals and families. Currently, in several cases, intensive treatment for patients with certain disorders (to the level of becoming effective) is practically not possible through the public health system due to resource limitations and a large existing backlog. Pursuing treatment through the private sector is expensive and unattainable for those with a lower income, placing them at a disadvantage. Design and effective integration of technology, such as using social robots in treatment, reduces the cost considerably, potentially making it financially accessible to lower income individuals and families in need. The Objective of the research reported in this manuscript is to design and implement a social robot that meets the low-cost criteria, while also containing the required functions to support children with ASD. The design considered contains knowledge acquired in the past through research involving the use of various types of technology for the treatment of mental and/or emotional disabilities.

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PAIANO, Valessa Cristiane. "Investigando Ferramentas Síncronas e Assíncronas na Interação em Educação a Distância." http://www.teses.ufc.br, 2007. http://www.repositorio.ufc.br/handle/riufc/2960.

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PAIANO, Valessa Cristiane. Investigando ferramentas síncronas e assíncronas na interação em educação a distância. 2007. 122f. Dissertação (Mestrado em Tecnologia da Informação e Comunicação na Formação de EAD) – Universidade Federal do Ceará, Programa de Pós-Graduação em Tecnologia da Informação e Comunicação na Formação de EAD, Londrina- PR, 2007.
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The current study investigated the point of view of teachers and students about interactive tools in distance education. Two different kinds of tools were chosen: a synchronous (chat) and a non- synchronous (discussion board). A questionnaire was filled by a universe of 100 teachers and students from distance education courses, aimed to identify how these tools were used, their potential and limitations which define the choice by this or that tool. Results show that the majority of the participants prefer the discussion board for the time flexibility because it does not require all users to be connected at the same time.
O presente estudo investigou a perspectiva de professores e alunos acerca das ferramentas de interação em Educação a Distância. Optou-se por duas ferramentas que representam modos de comunicação diferenciados: o Chat (síncrono) e o Fórum (assíncrono). Foi aplicado um questionário num universo de 100 professores e alunos de cursos na modalidade a distância, visando identificar a forma como essas ferramentas são utilizadas, as potencialidades e limitações que determinam a preferência por esta ou aquela ferramenta. Os resultados apontaram maior preferência dos participantes pelo Fórum. O motivo principal foi a flexibilidade de tempo que o mesmo permite, pois não depende que todos os usuários estejam conectados ao mesmo tempo.

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Ming-Shian, Chang, and 張銘憲. "Integrating Social Interaction Tools in the Online Community of Teachers and Behavioral Analysis." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/73960647354256308365.

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碩士
國立臺灣師範大學
資訊教育學系
99
In recent years the increase in research reports and papers on professional development of teachers highlights its important as a subject in education research. Through an informal online community, the professional development of teachers can more effectively meet the just in time demands of the teacher. The current online community of teacher has developed to support teachers in the function of knowledge management and sharing, but according to related research results, the social interaction of teachers are generally below standard. This has resulted in problems such as the lack of motivation and content in knowledge sharing in teachers. This study implements social interaction mechanisms and tools into the online community of teachers, hoping to improve the effectiveness of social interaction among teachers. In this study, 266 teachers were studied using empirical observation. The system imports the data indicators of before and after phases of knowledge management and social interaction, and analyzes the difference between the numbers. The results of the study show that social interaction mechanisms and tools significantly improved the social interaction indicator for the online community of teachers; however it did not improve the usage of teachers and knowledge management and sharing indicators. Through the teachers’ usage of social interaction mechanisms and tools, it is found that there is an increase in the usage, showing that teachers have gradually developed the habit of using interactive tools. This study expects future teachers, through the increase of familiarity and usage of social interaction tools, to improve the effectiveness of personal knowledge management and sharing.

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Lambert, Ninon. "Designing companions, designing tools : social robots, developers, and the elderly in Japan." Thèse, 2018. http://hdl.handle.net/1866/21239.

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Diaz, Andrade Antonio. "Interaction between existing social networks and information and communication technology (ICT) tools : evidence from rural Andes." 2007. http://hdl.handle.net/2292/2357.

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This exploratory and interpretive research examines the anticipated consequences of information and communication technology (ICT) on six remote rural communities, located in the northern Peruvian Andes, which were provided with computers connected to the Internet. Instead of looking for economic impacts of the now-available technological tools, this research investigates how local individuals use (or not) computers, and analyses the mechanisms by which computer-mediated information, obtained by those who use computers, is disseminated through their customary face-to-face interactions with their compatriots. A holistic multiple-case study design was the basis for the data collection process. Data were collected during four-and-half months of fieldwork. Grounded theory informed both the method of data analysis and the technique for theory building. As a result of an inductive thinking process, two intertwined core themes emerged. The first theme, individuals’ exploitation of ICT, is related to how some individuals overcome some difficulties and try to make the most of the now available ICT tools. The second theme, complementing existing social networks through ICT, reflects the interaction between the newly ICT-mediated information and virtual networks and the local existing social networks. However, these two themes were not evenly distributed across the communities studied. The evidence revealed that dissimilarities in social cohesion among the communities and, to some extent, disparities in physical infrastructure are contributing factors that explain the unevenness. But social actors – named as ‘activators of information’ – become the key triggers of the disseminating process for fresh and valuable ICT-mediated information throughout their communities. These findings were compared to the relevant literature to produce theoretical generalisations. As a conclusion, it is suggested any ICT intervention in a developing country requires at least three elements to be effective: a tolerable physical infrastructure, a strong degree of social texture and an activator of information.

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Simister, Heather Dawn. "Converting from a web-based teaching tool to a teaching modality for social anxiety." 2010. http://hdl.handle.net/1993/4166.

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A Web-based teaching tool called WebCAPSI was modified and tested as an online treatment for social anxiety. Two-Hundred and Seventy-Seven Introductory Psychology students at the University of Manitoba participated in the study. Twenty-eight participants were excluded from the study, resulting in 121 participants in the control group and 128 in the treatment group used for the final analysis. All participants received written materials on treatment for social phobia via WebCAPSI; however, the material was broken down into discrete units with assigned study questions for participants in the treatment condition. Participants in the treatment condition answered specific questions within the WebCAPSI program whereas participants in the control condition answered questions unrelated to the content of the materials. Further, participants in the treatment condition were given the opportunity to serve as peer reviewers. Results of this study indicated significant differences in post-treatment anxiety scores on two anxiety measures between groups, higher treatment expectancy scores in the treatment group, and higher baseline anxiety scores predicting greater reduction in anxiety post-treatment. Peer review did not appear to have a significant effect on post-treatment anxiety scores. These results indicate that the WebCAPSI program may be a useful tool to present information on the treatment of social anxiety.

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Marcelo, Ana Patrícia Correia Romana. "Peer interaction as an inclusive tool in the english as a foreign language classroom." Master's thesis, 2021. http://hdl.handle.net/10451/52217.

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Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Português e de Língua Estrangeira (Inglês), Universidade de Lisboa, Instituto de Educação, 2021
This report describes the Supervised Teaching Practice (STP) related to the Master’s in Teaching Portuguese and a Foreign Language at the University of Lisbon. The STP took place in the academic year 2020/2021, between the 20th of November 2020 and the 16th of April 2021. The STP was conducted at Escola Secundária Padre António Vieira, part of the Agrupamento de Escolas de Alvalade, with an 8th grade English as a foreign language (EFL) class, and it comprised five 100-minute lessons and five small group sessions. For these lessons, the didactic unit “Good Living!” (Frias et al., 2014) was selected. It focused on vocabulary related to, for instance, healthy or unhealthy habits, mental health, social media addiction, and peer pressure. The grammar content mainly comprised the Present Perfect Simple. The aim of the STP was to verify whether peer interaction would contribute to a more inclusive foreign language classroom. For that, based on Adams’ (2018) study on the benefits of peer interaction, the main methodologies adopted were the Cambridge Supervision System (University of Cambridge, 2021), the task-centered proposal (Ur,1981), and the cooperative learning (CL) approach (Johnson & Johnson, 2017). Emphasis was also placed on developing students’ communicative competence and on the acquisition of communicative strategies (Vettorel, 2007), since interactions are fundamentally social exchanges (Hymes, 1972; Halliday, 1978). The results obtained through direct observation and the learners’ feedback indicate that at the end of the STP students preferred working in pairs or groups because they felt more confident with their answers, which motivated them to participate more, hence feeling more included in the EFL classroom. After the small group sessions, learners also claimed to have felt more confident as users of English, and to have become better communicators.
O presente relatório descreve a Prática de Ensino Supervisionada (PES) realizada no âmbito do Mestrado em Ensino de Português e Língua Estrangeira – Inglês da Universidade de Lisboa. A PES decorreu no ano letivo de 2020/2021, na Escola Secundária Padro António Vieira, do Agrupamento de Escolas de Alvalade (AEA), entre 20 de novembro de 2020 e 16 de abril de 2021. A sequência didática da PES foi selecionada de acordo com as orientações do AEA e aplicada a uma turma de 8.º ano na disciplina de inglês, durante cinco aulas de 100 minutos e cinco sessões de interação em pequenos grupos, com a duração de 20-25 minutos para cada grupo (supervisões). A unidade didática lecionada, “Good Living!” (Frias et al., 2014), pressupunha a lecionação de vocabulário sobre hábitos saudáveis e não saudáveis (como praticar exercício físico, meditar, ter uma alimentação saudável, fumar, jogar computador até tarde), incindindo também sobre temas como a saúde mental, a pressão social, o vício das redes sociais, entre outros. Relativamente aos conteúdos gramaticais, a unidade previa a lecionação dos tempos verbais Present Perfect Simple e Past Simple. A PES foi precedida por um breve período de observação, entre o início do ano letivo em setembro e o início da lecionação da sequência didática, em novembro de 2020. Durante este intervalo de tempo, foi possível verificar que os alunos da turma em questão, na sua maioria, resistiam a falar na língua estrangeira, preferindo sempre optar por responder em português, embora compreendessem o que lhes era solicitado em inglês. Além disso, outras vezes, era frequente os alunos interrogados permanecerem em silêncio, sem manifestarem saber aplicar qualquer estratégia comunicativa. Concluiu-se, assim, tratar-se de uma turma com dificuldades na oralidade, na interação social e com baixo nível de confiança nas suas capacidades enquanto falantes da língua inglesa. Era, além disso, possível a eminente instauração de um ciclo pouco propício à interação; os alunos menos proficientes permaneciam em silêncio e sem iniciativa de participação, o que incentivava os mais proficientes a intervir para preencher o silêncio, o que, por sua vez, minava ainda mais a confiança dos primeiros. A componente investigativa da PES debruçou-se, deste modo, sobre um principal objetivo: avaliar se a interação entre pares poderia contribuir para a inclusão de todos os alunos na sala de aula de inglês. Adicionalmente, procurou-se desenvolver nesses momentos de interação as competências comunicativas dos alunos, de forma a equipá-los com estratégias de comunicação, para que pudessem aprender a ultrapassar obstáculos comunicativos e usufruir dos benefícios da interação entre pares. Incluir todos os alunos nas atividades da aula e providenciar igual oportunidade para todos participarem é um desafio para qualquer professor, dado o número de alunos por turma muitas vezes ser elevado. Pode tornar-se ainda mais desafiante nas aulas de línguas estrangeiras, pois ter-se-á de lidar também com a discrepância de níveis de língua de cada estudante. Deste modo, neste relatório, propõe-se a interação a pares como método de amenizar estes conflitos na sala de aula. Segundo Adams (2018), a interação entre pares comporta inúmeros benefícios para os alunos que não são encontrados na interação entre professor e aluno. Primeiramente, os alunos produzem discursos mais longos por não se sentirem tão intimidados entre si. Além disso, ao interagirem, estarão, essencialmente, a socializar e, de acordo com Hymes (1972) e Halliday (1978), é importante compreender que o uso da língua ocorre em contexto social e é influenciado por este. Em terceiro lugar, a interação entre pares simula um contexto de conversação real fora da sala de aula e sem o apoio do professor. Adicionalmente, é dada oportunidade aos alunos de praticarem os conteúdos que adquirem nas aulas num ambiente menos propício a causar ansiedade e embaraço, aumentando a sua confiança. Por fim, a interação entre pares manifesta um grande potencial para promover a inclusão na sala de aula, por dois principais motivos: o primeiro é que os estudantes acabam por ter mais confiança de que as suas respostas estão certas, após discussão entre colegas, o que os motiva a participar mais na aula; o segundo é que, se algum aluno estiver com dúvidas ou se tiver mais dificuldades na aquisição da língua, poderá usufruir de apoio de forma mais imediata dos colegas mais proficientes, o que o auxiliará a acompanhar a aula. Tendo em consideração os benefícios enumerados acima, as metodologias selecionadas procuraram promover e potenciar a interação entre pares e a inclusão na sala de aula, a saber: Community Language Learning, Communicative Language Teaching (Larsen-Freeman & Anderson, 2011), Cooperative Learning (Johnson & Johnson, 2017) e o método do Laboratório Gramatical (Duarte, 2008) para o ensino de gramática. Além destas metodologias aplicadas em sala de aula, foram ainda executadas as supervisões – sessões de interação em pequenos grupos em sala separada –, baseadas no Cambridge Supervision System (University of Cambridge, 2021), com dois principais objetivos; o primeiro foi disponibilizar um ambiente mais confortável e propício à interação e conversação em inglês; e o segundo foi proporcionar igual oportunidade a todos os alunos de participação e de inclusão nas atividades. Nas supervisões foram aplicadas atividades de interação propostas por Ur (1981) em Discussions that Work, baseadas na metodologia Task-centred fluency practice. Este relatório está dividido em quatro capítulos, sendo que, no primeiro capítulo, se aborda o enquadramento teórico da PES. Primeiramente, é explicada a importância e a relevância de desenvolver a competência comunicativa dos alunos, seguida de um subcapítulo que expõe o que a interação a pares pode trazer aos alunos. São igualmente expostos os argumentos que fundamentam a possível relação entre a interação a pares e a inclusão na sala de aula. Por fim, são apresentadas sugestões de atividades em grupo que promovem a interação e o desenvolvimento das competências comunicativas dos alunos, segundo Ur (1981). No segundo capítulo, é descrito o contexto educativo da PES, ou seja, é feita uma descrição do Agrupamento de Escolas de Alvalade, assim como da Escola Secundária Padre António Vieira, nos dois primeiros subcapítulos. Aqui são relatados os valores e a missão do agrupamento, a sua localização, as instalações, os recursos ou materiais educativos disponíveis e os objetivos pedagógicos da escola. Por fim, no terceiro subcapítulo, apresenta-se uma descrição detalhada do perfil da turma, mais especificamente, os aspetos demográficos, a relação entre os alunos, o seu historial na disciplina de inglês e o seu desempenho escolar no geral. No terceiro capítulo do relatório, apresenta-se a unidade didática selecionada, assim como o seu fundamento de acordo com as orientações nacionais para o ensino baseadas nos seguintes documentos: Metas Curriculares de Inglês – Ensino Básico: 2.º e 3.º Ciclos (Cravo et al., 2013), Programa de Inglês 3.º Ciclo LE I (Ministério da Educação, 1997), Aprendizagens Essenciais 8.º ano (Ministério da Educação, 2018), e Perfil dos Alunos à Saída da Escolaridade Obrigatória (Martins et al., 2017). De seguida, são discutidas as metodologias que foram executadas na PES, assim como a justificação para a sua escolha. Por fim, é elaborada uma descrição dos variados materiais aplicados nas aulas. No quarto e último capítulo, são apresentados os sumários das cinco aulas lecionadas, assim como das cinco supervisões organizadas. Aqui é também apresentada uma breve reflexão das atividades executadas em cada aula. Posteriormente, são apresentados os métodos de avaliação, neste caso de avaliação informal, e são também apresentados os resultados do quiz online realizado no final das aulas. Paralelamente, são também analisados os efeitos da PES e, especificamente, das supervisões nos alunos, examinando-se o feedback fornecido pelos alunos, através da elaboração de um questionário anónimo. O último subcapítulo destina-se à elaboração de uma análise SWOT, em que os pontos fortes, os pontos fracos, as ameaças e os obstáculos na PES são apresentados. Esta é reflexão crítica sobre a experiência de ensino contemplada neste relatório, bem como sobre os seus resultados. No final da PES, através do feedback dado pelos alunos, confirmou-se que os estudantes se sentiram mais confortáveis para comunicarem em inglês em pequenos grupos e em sala separada. Também se sentiram mais apoiados por estarem a trabalhar com os colegas e não individualmente. Além disso, revelaram estarem mais confiantes das suas capacidades de comunicação após as supervisões. Assim, concluiu-se que há potencial na interação a pares para contribuir para a inclusão na sala de aula de inglês.

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KUO, HSIU-YI, and 郭秀怡. "Using Social Media LINE on School’s Faculty Interaction as a Communication Tool-A Case Study of an Elementary School in Hsinchu." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/k56q4c.

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碩士
玄奘大學
傳播學院碩士班
106
The pervasiveness of mobile phone in the digital age, all school teachers are using the application of the LINE to communicate each other as a tool of communication. Due to its characteristics of free of charge, convenient and diverse, almost every organization applies LINE to its workplace and also well received. The purpose of this research is to explore the current practice of the LINE about its advantages and limitations. The in-depth interview approach has been conducted with the given elementary school faculty and staff. The results shows as follows: First, LINE could facilitate the user’s interaction frequency and broadness with cost and time effective and free of charge. Second, conversation atmosphere in the same group makes people comfortable but the attitude will be affected if the group is open to public and with different people from other group. Third, using LINE may have some faults of expressions, so it needs other media equipment to fix the problems. Forth, don’t count on it for everything to avoid working pressure. By upgrading the communication efficiency set up manual rules to follow.

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Hsueh, Hui-Ling, and 薛惠齡. "A study of correlation between Social network structure, Strategic alliance members’ interaction and Co-brand marketing-- A small and medium enterprise of hand tool as a case study." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/62443512520212317498.

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碩士
東海大學
管理碩士在職專班
97
Taiwan, in the global competition of OEM manufacturing business has long lost its place to China in the last decade. In light of the experience in Japan and the States, the manufacturing sector in Taiwan would have to choose the path of establishing a private brand that is well known in a global scale or at least a leading one in a specific region if it wants to stay competitive. It is however noted that about 97% of the manufacturing sector in Taiwan is of Small and Medium Enterprise (SME) with very limited resources to spend on branding which usually takes long and endurable resource including time and finance to support. It is as such that co-branding may be a desirable approach to address the problem. This essay is a case study of conceptual and qualitative nature that, by looking into a hand tool company which is co-founded for co-branding globally by eight hand tools manufacturers in Taiwan, purports to make research on the obstacles the designated company may encounter on strategic alliance. It also takes a close look, from the point of view of Social Network Structure and Strategic Alliance, how the allied members adapt to cooperation in the process of co-branding. This essay, by identifying the true causes of the mentioned obstacles, aims at providing constructive suggestions for the designated company in its future development of co-branding. It is thus found in this research that the centrality of the social network, the diversity of the social network and the mutual adaptability would bring about higher controllable benefit and power and would help promote the co-branding. Whereas the embedded tie among the members and the diversity of social network could create more resources and ability hence facilitate the co-branding, better adaptability among the allied members and the capability in solving the conflict among the members would result in better consensus toward the objectives hence to be beneficial for achieving co-branding as well.

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Dissertations / Theses on the topic 'Social interaction tools'

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