Dissertations / Theses on the topic 'Spaced learning activity'

There are many recognised forms of teacher professional development ranging from simply reflecting on a lesson recently taught to enrolling in a formal course at university. This study set out to examine the perceived effectiveness of one mode of professional development, a spaced learning activity(SLA). The SLA was selected for a number of reasons. Firstly, current government economic and industrial policy includes an emphasis on the training and retraining of the Australian workforce as an economic necessity. Within this policy, teacher professional development is considered to improve the quality of teaching and to raise professionalism. Secondly, the literature in the area suggests that professional development activities have the potential to improve the quality of teaching by enhancing teachers' knowledge and skills. Thirdly, an SLA appeared to incorporate many characteristics of effective professional development which are identified in the literature, for example, allowing time for critical reflection and for internalising concepts. This study sought to determine the effectiveness of an SLA as a training strategy and in enhancing teachers' knowledge, beliefs, classroom practice and students' learning outcomes and also to identify characteristics of an SLA which assisted and inhibited its effectiveness. Perceived costs and benefits of participation to the individual teacher were also evaluated.. The study was carried out at Marist College, Canberra , a Y7-12 single sex secondary school with an enrolment of approximately 1100 boys. The study involved twenty five teachers who participated voluntarily in a pilot collegial group programme at the school during 1993. The term "collegial group" is used for a small group of professionals who meet on a regular basis to learn together and to support one another in their on-going professional development. Adie (1988:4) explains that collegial groups are designed to assist in supporting, learning, problem solving, planning and performing. The twenty five volunteers were divided into three groups. Each group determined its own 'focus1 and met on an average of five occasions over six months, for meetings ranging from two to four hours. The foci selected by each group were: Increasing student motivation Increasing student responsibility for learning. Excellence in Teaching course. Meetings usually provided an opportunity for individual feedback on teaching changes tried, some input on the focus area, discussion of its practicality and a commitment to try something new and to report back at the next meeting. Some groups also included discussion of specific teaching and learning 'problems', where the group would offer solutions. A variety of data collection techniques were employed in the study. A questionnaire was conducted before the programme commenced to ascertain participants' expectations and concerns about the programme and anticipated effects of participation on their teaching knowledge, beliefs and practice and on their students' learning outcomes. A questionnaire was also administered at the end of the programme. The post-study questionnaire sought participants' perceptions about how well their expectations for the programme had been met, any differences participation had made to their teaching knowledge, beliefs and practice, and to their students' learning outcomes and whether these differences constituted improvements. Further questions covered: the benefits and costs to individuals of participation in the programme; the benefits participants perceived that other non-participatory colleagues could derive from a future programme; and the perceived value of the activity as a mode of professional development. The questionnaire also included a table covering organisational factors of the programme and elicited participants' responses about the degree to which each assisted and inhibited progress. In addition to the questionnaires, structured interviews were conducted with the participants after the completion of the programme asking similar questions about their perceptions of its success. Analysis of a variety of data collected through pre and post-programme questionnaires as well as interviews clearly indicates that this mode of delivery was perceived by the participants to be an effective form of professional development from the perspective of changing teaching knowledge, beliefs and practice, and as a refocussing or confirming activity by providing stimulus to an individual's professional development. Further data collected support the organisational characteristics of this SLA and provide some suggestions for changes. Finally, the findings clearly show that the benefits to individuals of participation are perceived to outweigh the costs, further supporting the effectiveness of this mode of professional development.

Play To Learn is an architectural project that aims to create an interwoven series of formal and informal, experimental learning and activity spaces for children between the ages of 3-12 years. Play To Learn creates a new place in an inner city and seaside location where children can come to play, experience, experiment and learn.

The rapid advancement of information and communication technologies (ICT) has dramatically changed the way people conduct daily activities. One of the reasons for such advances is the pervasiveness of location-aware devices, and people’s ability to publish and receive information about their surrounding environment. The organization, integration, and analysis of these crowdsensed geographic information is an important task for GIScience research, especially for better understanding place characteristics as well as human activities and movement dynamics in different spaces. In this dissertation research, a semantic modeling and analytic framework based on semantic web technologies is designed to handle information related with human space-time activities (e.g., information about human activities, movement, and surrounding places) for a smart space. Domain ontology for space-time activities and places that captures the essential entities in a spatial domain, and the relationships among them. Based on the developed domain ontology, a Resource Description Framework (RDF) data model is proposed that integrates spatial, temporal and semantic dimensions of space-time activities and places. Three different types of scheduled space-time activities (SXTF, SFTX, SXTX) and their potential spatiotemporal interactions are formalized with OWL and SWRL rules. Using a university campus as an example spatial domain, a RDF knowledgebase is created that integrates scheduled course activities and tweet activities in the campus area. Human movement dynamics for the campus area is analyzed from spatial, temporal, and people’s perspectives using semantic query approach. The ontological knowledge in RDF knowledgebase is further fused with place affordance knowledge learned through training deep learning model on place review data. The integration of place affordance knowledge with people’s intended activities allows the semantic analytic framework to make more personalized location recommendations for people’s daily activities.

This thesis explores the various meanings and implications of transparency in architecture and in learning environments in particular. Architectural transparency, achieved through choice of materials and principles of formal composition, creates a diversity of relationships and can facilitate visual, conceptual, and functional clarity as well as offering simultaneous perception of different spaces. It offers a range of phenomenological qualities and so provides an opportunity to explore and complicate such dichotomies as translucency and opacity, openness and closure, and public space and private space. While celebrated throughout modern and contemporary architecture, transparency raises issues of privacy and safety even as it breaks down hierarchies and social boundaries. The research-based design of transparency in a school building necessitates careful planning to achieve a balance between the access to views, natural light, fresh air, and social interaction that transparency may bring and the continuing obligation to provide a safe, secure environment for schoolchildren.

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The importance of real-time processing of solar data especially for space weather applications is increasing continuously. In this paper, we present an automated hybrid computer platform for the short-term prediction of significant solar flares using SOHO/Michelson Doppler Imager images. This platform is called the Automated Solar Activity Prediction tool (ASAP). This system integrates image processing and machine learning to deliver these predictions. A machine learning-based system is designed to analyze years of sunspot and flare data to create associations that can be represented using computer-based learning rules. An imaging-based real-time system that provides automated detection, grouping, and then classification of recent sunspots based on the McIntosh classification is also created and integrated within this system. The properties of the sunspot regions are extracted automatically by the imaging system and processed using the machine learning rules to generate the real-time predictions. Several performance measurement criteria are used and the results are provided in this paper. Also, quadratic score is used to compare the prediction results of ASAP with NOAA Space Weather Prediction Center (SWPC) between 1999 and 2002, and it is shown that ASAP generates more accurate predictions compared to SWPC.
EPSRC

The centralised control over curriculum framing and pedagogy, the generally poor quality of teaching with little sensitivity to children’s sociocultural environment; and very high drop out rates, even at the primary school level, are some of the challenges facing school education in many of the regions of India. However, one of the successful approaches to these challenges has been the Digantar school system, working in rural communities. The study is based in one Digantar School in Rajasthan and employs concepts derived from the Vygotskian tradition to interrogate the methods employed in Digantar school system. The study took Edwards’ (2010a, 2011, 2012) idea of common knowledge and Hedegaard’s (2008, 2012, 2013) idea of institutional demand in practices as conceptual lenses through which to investigate the components of the pedagogical practices that help Digantar teachers to align the motives of the school with those of the child in classroom activities. In doing so it analyses the institutional practices that lead to the development of common knowledge that in turn facilitates how teachers engage pupils as learners. Data were gathered over six months and comprised around 120 hours of school-based video data together with interviews and detailed observations with teachers and community members. Data were gathered in classrooms, teacher meetings, meetings between parents and teachers and at school-community meetings. Analyses focused on the construction of common knowledge and the use made of it by the school to achieve a mutual alignment of motives between the practices of the school with the community and the families. The study has revealed that teachers’ engagement with the knowledge and motives of other teachers and community members helped to create common knowledge, i.e. an understanding of what mattered for each participating group, which facilitated teaching-learning in the school. The analysis also points towards a form of democracy, which enhances children’s participation in their learning. It was found that building and sharing of common knowledge and creating a socially articulated ‘space of reasons’ (Derry 2008) produced a pedagogical model that engaged children in creating their social situation of development, seeking and recognising the curriculum demands being placed on them.

L'utilisation des artefacts numériques pour la réalisation d'activités d'apprentissage reste le plus souvent individuelle, faute de disposer d'environnements adaptés, tant du point de vue du matériel que des applications et des pratiques pédagogiques. Cette recherche rend compte de l'expérience d'usages de différents artefacts dans une activité collaborative d'élaboration de cartes mentales et conceptuelles proposée en cours d'histoire de seconde. L'objectif principal est l'étude du rôle de l'espace de travail privé pour l'édition collective de cartes mentales et conceptuelles. Plus précisément, l'objectif est d'évaluer si le recours aux artefacts numériques lors de l'édition collective de cartes mentales et conceptuelles favorise les processus de confrontation cognitive constitutifs de la collaboration. Pour répondre à cet objectif, deux itérations (expérimentation pilote et expérimentation) ont été réalisées avec deux prototypes de dispositif numérique de collaboration qui permettent aux élèves de différencier leur espace de travail individuel de l'espace collectif. La première expérimentation pilote a été réalisée en 2015 avec un prototype de cartes mentales existant avant l'étude. Elle a consisté à valider le protocole expérimental de la recherche et à préciser les questions de recherche et les hypothèses. La deuxième expérimentation, quant à elle, a été réalisée au cours de l'année 2016 via un prototype de cartes conceptuelles conçu et développé dans le cadre de cette recherche. Cette expérimentation a eu pour but d'éprouver les trois hypothèses formulées, qui s'inscrivent dans la théorie de l'apprentissage social de Bandura (1980) et portent à la fois sur des déterminants environnementaux, cognitifs et comportementaux. La première hypothèse (déterminants environnementaux) suppose tout d'abord que la médiation instrumentale d'une activité d'apprentissage collaborative a une influence sur la participation des élèves. La deuxième hypothèse (déterminants cognitifs) quant à elle, soutient que l'adjonction d'un espace de travail personnel de l'élève à un espace d'interaction collectif favorise des processus cognitifs présents dans la collaboration : le conflit sociocognitif (Doise et Mugny, 1997; Perret-Clermont, 1979), l'étayage (Bruner, 1997) et la vicariance (Bandura, 1980; Pentland, 2015). Enfin, la troisième hypothèse (déterminants comportementaux) suggère que la participation individuelle des élèves sur l'élaboration d'une carte conceptuelle collective est influencée par la culture affective du groupe. Afin de vérifier ces 3 hypothèses, un plan expérimental multifactoriel croisé a été mis en place, ce qui a permis de tester les variables indépendantes simultanément auprès de 7 groupes de lycéens de seconde en classe d'histoire. L'analyse de données effectuée est centrée sur la nature des interactions orales et numériques des élèves, ainsi que sur leurs productions écrites et leurs réponses aux entretiens collectifs et aux questionnaires individuels. Les résultats montrent la tendance du dispositif numérique de collaboration (artefacts, organisation de l'activité, scénario pédagogique) à favoriser le processus d'étayage et vicariance suite aux échanges nécessaires à la coordination des tâches techniques d'édition de la carte conceptuelle. Les résultats indiquent qu'après l'utilisation d'un espace privé numérique, les élèves ont des conflits sociocognitifs significatifs lors du travail en groupe, les entraînant à accepter les réponses les plus ouvertes afin d'éviter la confrontation
The use of digital artifacts for learning activities usually remains individual, as there are no suitable environments, from the point of view of materials, applications and teaching practices. This research reports on the experience of using different artefacts in a collaborative activity to elaborate mental and conceptual maps proposed in a history class in the eleventh grade. The aim is to study the role of a private workspace for the collective edition of mental and conceptual maps. More specifically, the goal is to assess whether the use of digital artifacts in the collective edition of mental and conceptual maps promotes the processes of cognitive confrontation that constitutes collaboration. To meet this objective, two iterations (pilot experimentation and experimentation) were carried out with two digital collaborative prototypes that allow students to differentiate their individual workspace from the collective space. The first pilot experiment was conducted in 2015 with a prototype of mental maps existing prior to the study. It consisted of validating the experimental protocol of the research and clarifying research questions and hypotheses. The second experiment, meanwhile, was carried out in 2016 via a prototype of concept maps designed and developed as part of this research. The purpose of this experiment was to test the three hypotheses formulated, which fit into Bandura's (1980) theory of social learning and address environmental, cognitive and behavioral determinants. The first hypothesis (environmental determinants) assumes that the instrumental mediation of a collaborative learning activity has an influence on the student participation. The second hypothesis (cognitive determinants), for its part, argues that the addition of a personal workspace of the student to a collective interaction space favors cognitive processes present in collaboration: sociocognitive conflict (Doise and Mugny Perret-Clermont, 1979), supporting (Bruner, 1997) and vicariance (Bandura, 1980, Pentland, 2015). Finally, the third hypothesis (behavioral determinants) suggests that the individual participation of pupils in the elaboration of a collective concept map is influenced by the affective culture of the group. In order to verify these 3 hypotheses, a crossed multifactorial experimental plan was put in place, which made it possible to test the independent variables simultaneously with 7 groups of high school students in history class. The data analysis carried out focuses on the nature of students' oral and digital interactions, as well as their written outputs and their responses to group interviews and individual questionnaires. The results show the trend of the digital collaboration device (artifacts, organization of the activity, pedagogical scenario) to favor the supporting and vicariance process as an explanation of the exchanges needed to coordinate the technical tasks of editing the concept map. The results indicate that after using a digital private space, pupils have significant sociocognitive conflicts during group work, leading them to accept the most open responses in order to avoid confrontation
El uso de artefactos digitales para la realización de actividades de aprendizaje sigue siendo principalmente individual, por falta de entornos adecuados, desde el punto de vista del material, de las aplicaciones y de las prácticas pedagógicas. Esta investigación cuenta la experiencia de uso de diferentes artefactos en una actividad colaborativa de elaboración de mapas mentales y conceptuales propuestos en el transcurso de una clase de historia de cuarto de educación secundaria. El objetivo principal es el estudio del rol del espacio de trabajo privado para la edición colectiva de mapas mentales y conceptuales. Más específicamente, el objetivo es evaluar si el uso de artefactos digitales en la edición colectiva de mapas mentales y conceptuales promueve los procesos de confrontación cognitiva que constituyen la colaboración. Para cumplir este objetivo, se realizaron dos iteraciones (experimentación piloto y experimentación) con dos prototipos de dispositivos digitales colaborativos que permiten a los estudiantes diferenciar su espacio de trabajo individual del espacio colectivo. El primer experimento piloto se llevó a cabo en 2015 con un prototipo de mapas mentales existente antes del estudio. Consistió en validar el protocolo experimental de la investigación y aclarar preguntas e hipótesis de investigación. El segundo experimento, mientras tanto, se llevó a cabo en 2016 a través de un prototipo de mapas conceptuales diseñados y desarrollados como parte de esta investigación. Este experimento fue diseñado para verificar las tres hipótesis formuladas, que se ajustan a la teoría del aprendizaje social de Bandura (1980) y abordan los determinantes ambientales, cognitivos y conductuales. La primera hipótesis (determinantes ambientales) supone que la mediación instrumental de una actividad de aprendizaje colaborativo influye en la participación del alumno. La segunda hipótesis (determinantes cognitivos), por su parte, sostiene que la adición de un espacio de trabajo personal del alumno a un espacio de interacción colectivo promueve procesos cognitivos presentes en la colaboración: el conflicto socio-cognitivo (Doise y Mugny Perret-Clermont, 1979), el apoyo (Bruner, 1997) y la vicarianza (Bandura, 1980, Pentland, 2015). Finalmente, la tercera hipótesis (determinantes conductuales) sugiere que la participación individual de los alumnos en la elaboración de un mapa conceptual colectivo está influenciada por la cultura afectiva del grupo. Para verificar estas 3 hipótesis, se puso en marcha un plan experimental multifactorial cruzado, que permitió probar las variables independientes simultáneamente con 7 grupos de estudiantes de cuarto de secundaria en la clase de historia. El análisis de datos realizado se centra en la naturaleza de las interacciones orales y digitales de los estudiantes, así como en sus resultados escritos y sus respuestas a entrevistas grupales y cuestionarios individuales. Los resultados muestran la tendencia de los dispositivos digitales de colaboración (artefactos, la organización de la actividad, escenario pedagógico) a promover el proceso de apoyo y vicariedad tras las conversaciones necesarias para coordinar las acciones técnicas para publicar en el mapa conceptual. Los resultados indican que después de usar un espacio privado digital, los estudiantes tienen conflictos sociocognitivos significativos durante el trabajo en grupo, lo que los lleva a aceptar las respuestas más abiertas para evitar el enfrentamiento

L'organisation de l'espace de travail est un aspect du contexte instrumental d'enseignement (Grangeat & Hudson, 2015). A ce titre, l'appropriation de l'espace de la classe en tant qu'instrument (Rabardel, 1995) est susceptible de faciliter l'activité du professionnel ou au contraire réduire son pouvoir d'agir (Clot, 2008), en empêchant ou limitant certaines actions et interactions. L'espace de la classe est un espace relationnel (Löw, 2001) porteur d'un message plus ou moins fort de frontalité, qui détermine une structure de communication plus ou moins orientée entre les élèves et l'enseignant (Fisher et Fousse, 2002). Le placement des élèves a une incidence sur leurs performances (Perkins &Wieman, 2005 ; Brooks, 2011, 2012) et il semble aussi que les interactions entre élèves diffèrent selon la facilité d'accès de l'enseignant à leur espace de travail (Issaadi et Jaillet, 2017). L'espace de la classe est aussi l'espace de l'activité (Leplat, 2000), dans lequel l'enseignant se place et se déplace, en jouant sur les codes de la proxémie et en utilisant des lieux spécifiques (Hall, 1968, Forest, 2006). Les déplacements apparaissent comme des gestes professionnels, exprimant les connaissances professionnelles et la perception des affordances spatiales (Gibson, 1979 ; Warren &Wang, 1987) de l'enseignant.Cette recherche a analysé les placements et déplacements de l'enseignant sous l'angle de l'analyse de l'activité, en questionnant l'accessibilité (Vickerman, 1974) de quatre espaces de classe (Îlots, Bus, Hybride et Peigne). L'objectif était d'examiner dans quelle mesure les contraintes liées à l'espace de travail modifiaient les interactions entre l'enseignant et les groupes d'élèves. La méthodologie s'est appuyée sur la cartographie comportementale suivant Legendre et Depeau (2003), pour croiser les données spatiales et temporelles liées aux déplacements et les données relatives aux processus d'apprentissages, reposant sur l'analyse des échanges verbaux intragroupes d'argumentation, de régulation de la réalisation de la tâche et motivationnels et sur l'analyse des échanges enseignant-groupes, dans le contexte de l'enseignement des sciences fondé sur l'investigation. Ce contexte présente des contraintes spécifiques liées à l'espace dans la mesure où le mobilier est fixé au sol, et réclame une organisation adaptée au travail en petits groupes. Deux construits, l'accessibilité potentielle et la proximité réelle ont été mobilisés dans cette recherche.Les résultats montrent qu'une valeur d'accessibilité potentielle caractérise chaque configuration, et que la proximité effective de l'enseignant vis-à-vis des groupes d'élèves apparaît corrélée à l'accessibilité potentielle du groupe d'élèves. Ils montrent aussi que bien que les interactions verbales enseignant-groupes ne diffèrent pas selon la configuration, la qualité de la régulation intragroupe et la qualité du processus d'argumentation sont affectées par la configuration, et que leur qualité est moins bonne quand l'accès est plus difficile, ce qui questionne le rôle de la perception d'accessibilité. Les construits d'accessibilité potentielle, de proximité réelle et l'utilisation d'une méthodologie d'analyse géospatiale des interactions de classe sont proposés en tant que moyen d'évaluation des nouveaux espaces d'apprentissage qui émergent avec la généralisation des outils numériques en classe
The organization of the workspace is an aspect of the instrumental context of teaching (Grangeat & Hudson, 2015). The appropriation of the space of the class as an instrument (Rabardel, 1995) may facilitate the activity of the professional or on the contrary reduce the teacher’s power to act (Clot, 2008), by preventing or by limiting actions and interactions. The space of the classroom is a relational space (Löw, 2001) that carries a more or less strong frontal message, determining a structure of communication more or less directed towards the teacher (Fisher and Fousse, 2002).The layout of the students has an incidence on their performances (Perkins & Wieman, 2005; Brooks, 2011, 2012) and it also seems that the interactions between pupils differ according to the accessibility of the teacher in their workspace (Issaadi & Jaillet, 2017). The space of the classroom is also the space of activity (Leplat, 2000), where the teacher is moving, playing on the codes of proxemy and using specific places (Hall, 1968, Forest, 2006). The teacher's movements appear as professional gestures, expressing professional knowledge and perception of the spatial affordances by the teacher (Gibson, 1979; Warren &Wang, 1987).This search analyzed the teacher's movements under the angle of the analysis of activity, by examining the accessibility (Vickerman, 1974) of four classroom spaces (Islands, Bus, Hybrid and Comb). The objective was to examine to what extent the constraints bound to the workspace modified the interactions between the teacher and the groups of students. The methodology used behavioral mapping following Legendre and Depeau (2003), in order to link the spatial and temporal data bound to the teacher's movements and the data concerning the processes of learning.The verbal exchanges between the students in a group – the argumentation, realization of the task and motivational exchanges- and the exchanges between the teacher and the group, were analyzed, in the context of the Inquiry Based Sciences Teaching (IBST). This context presents specific constraints bound to the space since the furniture is fixed to the ground, and needs an organization adapted to the work in small groups. Two constructs, the potential accessibility and the effective proximity were mobilized in this search.The results show that a specific value of potential accessibility characterizes every configuration, and that the effective proximity of the teacher towards the groups of students seems correlated with the potential accessibility of the groups. They also show that, although the verbal interactions between the teachers and the groups do not differ according to the configuration, the quality of the regulatory process in a group and the quality of the process of argumentation are affected by the configuration, and that their quality is less good when the access is more difficult, what underlines the role of the perception of accessibility.We suggest to use the constructs of potential accessibility, of effective proximity, and the methodology of geospatial analysis of the interactions of class for assessing the new learning spaces that emerge with the generalization of the digital tools in class

O presente trabalho tem como objetivo investigar as ações constituintes de um espaço de aprendizagem, a partir dos pressupostos teóricos da abordagem histórico-cultural e da teoria da atividade. Para irmos ao encontro deste objetivo, o desenvolvimento da investigação deu-se por meio da elaboração, organização e análise de um conjunto de atividades direcionadas para o ensino das equações do primeiro grau. No desenvolvimento deste conjunto de atividades, procuramos orientar as ações dos alunos, de modo a corroborar com os princípios de uma atividade de aprendizagem. Este conjunto de atividades foi organizado na forma de um experimento didático, que foi conduzido com crianças do ensino fundamental (quinta série) da Escola de Aplicação da Faculdade de Educação da USP, vinculadas ao projeto Clube de Matemática. Coerente com os pressupostos da teoria da atividade, partimos dos motivos do pesquisador, em busca das respostas às necessidades sentidas, como parte de uma comunidade educativa. A partir daí, organizamos as ações desenvolvidas na investigação, por meio da definição e caracterização dos sujeitos e da comunidade (alunos e professores), dos objetos da atividade, dos instrumentos (as atividades orientadoras de ensino), das regras e forma de divisão do trabalho. Com esta organização, caracterizamos o espaço de aprendizagem como o lugar da realização da aprendizagem dos sujeitos orientado pela ação intencional de quem ensina. A partir da análise das ações dos sujeitos, constatamos que a organização dos espaços de aprendizagem deve ser pautada pela criação de três contextos: um contexto da crítica, um contexto da descoberta e um contexto de prática social.
The present work has as objective investigates the actions that constitute a learning space, from the budgets theoreticians from the historical-cultural approach and from the activity theory. To will go to the meeting of this objective, the development from the inquiry gave by means of the elaboration, organization and analysis of activities directed for the teaching of the equations of the first rank. In the development of these activities we find orient the actions of the students, of way it corroborate with the beginnings of a learning activity. These activities were organized in the form of an educational experiment, that was driven with students of the basic education (10/11-year-old students) from “Escola de Aplicação” from the “Faculdade de Educação” from the USP, linked to the Mathematics Club project. Coherent with the budgets from the theory from the activity, we start from the motives of the researcher, in search of the answers to the needs, as breaks of an educational community. From, then, we organize the actions developed in the inquiry, by means of the definition and featuring of the subjects and the community (students and teachers), of the objects from the activity, of the instruments (the teaching advisers activities), of the rules and forms of division of the work. With this organization we characterize the learning space as the place from the achievement from the learning of the individuals oriented by the action intentional whose teaches. From that, by means of the analysis of the actions of the subjects, we establish that the organization of the learning spaces should be lined by the creation of three contexts: a context from the critic, a context from the discovery and a social context of practice.

Le suivi, le contrôle et la surveillance (MCS) des pêches marines sont des problèmes essentiels pour la gestion durable des ressources halieutiques. Dans cette thèse, nous étudions le suivi spatial des activités des navires de pêche en utilisant les données de trajectoire du système de surveillance des navires (VMS) dans le cadre du projet INDESO (2013-2017). Notre objectif général est de développer une chaîne de traitement des données VMS afin de: i) effectuer un suivi de l'effort de pêche des flottilles de palangriers indonésiens, ii) détecter les activités de pêche illégales et évaluer leur importance. L'approche proposée repose sur des modèles de mélange gaussien (GMM) et les modèles de Markov cachés (HMM), en vue d'identifier les comportements élémentaires des navires de pêche, tels que les voyages, la recherche et les activités de pêche, dans un cadre non supervisé. Nous considérons différentes paramétrisations de ces modèles avec une étude particulière des palangriers indonésiens, pour lesquels nous pouvons bénéficier de données d'observateurs embarqués afin de procéder à une évaluation quantitative des modèles proposés et testés.Nous exploitons ensuite ces modèles statistiques pour deux objectifs différents: a) la discrimination des différents flottilles de pêche à partir des trajectoires des navires de pêche et l'application à la détection et à l'évaluation des activités de pêche illégale, b) l'évaluation d'un effort de pêche spatialisé à partir des données VMS. Nous obtenons de très bons taux de reconnaissance (environ 97%) pour la première tâche et nos expériences soutiennent le potentiel d'une exploration opérationnelle de l'approche proposée. En raison du nombre limité de données d'observateurs embarqués, seules des analyses préliminaires on pu être effectuées pour l'estimation de l'effort de pêche à partir des données VMS. Au-delà des développements méthodologiques potentiels, cette thèse met l'accent sur l'importance de la qualité de données d'observation en mer représentatives pour développer davantage l'exploitation des données VMS tant pour la recherche que pour les questions opérationnelles
Monitoring, control and surveillance (MCS) of marine fisheries are critical issues for the sustainable management of marine fisheries. In this thesis we investigate the space-based monitoring of fishing vessel activities using Vessel Monitoring System (VMS) trajectory data in the context of INDESO project (2013-2017). Our general objective is to develop a processing chain of VMS data in order to: i) perform a follow-up of the fishing effort of the Indonesian longline fleets, ii) detect illegal fishing activities and assess their importance. The proposed approach relies on classical latent class models, namely Gaussian Mixture Models (GMM) and Hidden Markov Models (HMM), with a view to identifying elementary fishing vessel behaviors, such as travelling, searching and fishing activities, in a unsupervised framework. Following state-of-the-art approaches, we consider different parameterizations of these models with a specific focus on Indonesian longliners, for which we can benefit from at-sea observers¿ data to proceed to a quantitative evaluation. We then exploit these statistical models for two different objectives: a) the discrimination of different fishing fleets from fishing vessel trajectories and the application to the detection and assessment of illegal fishing activities, b) the assessment of a spatialized fishing effort from VMS data. We report good recognition rate (about 97%) for the former task and our experiments support the potential for an operational exploration of the proposed approach. Due to limited at-sea observers¿ data, only preliminary analyses could be carried out for the proposed VMS-derived fishing effort. Beyond potential methodological developments, this thesis emphasizes the importance of high-quality and representative at-sea observer data for further developing the exploitation of VMS data both for research and operational issues

碩士
國立臺灣海洋大學
資訊工程學系
106
This paper presents an approach to obtain the space-time motion vectors in a video shot using the proposed 3D moment method. The recognition of human activity in a video can be formulated as the problem of video classification by first segmenting the input video into video shots, estimating the activity scores of individual shots using a classifier, and accumulating the scores of consecutive shots to determine the activity boundary. However, the accuracy of video classification degrades dramatically when time-related features, i.e. motion vectors or optical flows, across frames are not considered in the training procedure. This paper proposes an approach to embed the implicit motion vector map into individual frames of a video. This enlarges the number of channels of a frame from 3(4) to 6; the first three channels are the original RGB(RGB-D) data and the remainders are the three-dimensional space-time motion vector. The effectiveness of the space-time motion features are first verified by a k-nnr-based video classifier which uses kernel-PCA to construct the activity voting dictionary for activity detection. Also the motion feature maps are embedded into video shots and used to train the recurrent neural network (RNN) for further analyzing the behavior in a video. Using the 3D moment method, the proposed video classifier includes the pixel-wise space-time motion vector which both considers the appearance changing and temporal motion of objects across frames in a video to achieve of the goal of improving the accuracy of human activity recognition and detection. Experimental results demonstrate the effectiveness of the proposed method in terms of recognition accuracy and execution speed.

In the early days of HIV/AIDS in North America, those most directly affected by the crisis created a social movement to respond to the virus when no one else would. The legacy of activists’ efforts can be seen in the more than seventy-five AIDS service organizations (ASOs) that provide prevention, support, and education to communities across Ontario today. While these organizations were once an important site of advocacy and resistance for people living with HIV/AIDS (PHAs), ASOs are now often viewed as professionalized, bureaucratic and impersonal spaces. Linking theoretical understandings of public pedagogy and the pedagogical potential of space with HIV/AIDS scholarship, I offer a conception of ASOs as more than simply impersonal service providers, but vibrant spaces of community learning. Drawing on interviews with people who work, volunteer, and use services at a small ASO in Kingston, Ontario called HIV/AIDS Regional Services (HARS), I identify three pedagogical assets within the agency’s space that tend to go unrecognized as such. The agency’s drop-in space, artworks created by PHAs that decorate the walls of the office, and HARS’ storefront design are not usually counted as elements of the kind of formal “HIV/AIDS education” that ASOs provide. However, by exploring the learning experiences that are incited by these assets, I argue that we may broaden our understandings of what counts as HIV/AIDS education and of the value of ASOs in their communities. These unacknowledged assets not only enhance peoples’ understanding of issues related to HIV/AIDS, they also work to develop a sense of community and belonging for visitors to the space. In conclusion, I reiterate that while today’s ASOs are surely different than the organizations that activists created in the 1980s, the learning experiences that arise in agencies like HARS demonstrate that community-building and mutual support can remain as integral aspects of ASOs.
Thesis (Master, Cultural Studies) -- Queen's University, 2013-09-20 14:39:55.828

The plan for the modernisation of the Portuguese secondary schools’ buildings, started in 2007 by Parque Escolar E.P.E, the sixth of this size since the beginning of the XXth century, established a new school building model with a priority intervention in the spaces for Science and Technology. The new model of schools’ Science spaces aims to support a variety of teaching strategies, linking theory and practice, aligning itself with the principles of the reform of secondary education and Science curricula. Unlike the Anglo-American model of Science learning spaces, formalised in a single laboratory for all classes with daily activities of observation and experimentation, the previous Portuguese model included both regular classrooms for lectures and laboratories for practical work, especially for students in secondary education. This separation of spaces corresponded to a separation of teaching strategies, with the first devoted mainly to instruction and problem solving, and the later to practical work, near its origins in the university model of Science teaching in the nineteenth century. This bipartite model contrasts with the new design, in line with the Learning Studios and classrooms/environments for active learning, a hybrid space to support instruction, practical work and multiple learning programmes. Taking advantage of the opportunity offered by the modernisation plan, this project proposed to investigate the attitudes and expectations of teachers about the new model of Science learning Studio as well as inquire about the current situation of teaching and learning activities in these new spaces

The quest for a better way to learn and teach programming, in particular object-oriented programming, is a challenge that continues to intrigue computer science educators. Even after decades of research in learning to program, educators still search for the optimal instructional approach that will solve the `learning to program effectively' problem among introductory programming students. The aim of this study was to gain insight into, and to suggest possible explanations for, the "qualitatively different ways" in which students experience learning to program using an object-oriented programming language, and to recommend teaching and learning strategies as a result of the outcomes of the research. In order to achieve these aims, a combination of phenomenographic research methods and elements of activity theory have been employed to gain an in depth understanding of pre- and in-service teachers' learning experiences. The categories of description for the phenomenon, learning to program and the influence of the learning context have been analysed and described in detail. It is argued that understanding learning to program using Java, in order to teach programming involves more than understanding learning to program as it is normally taught in university programming courses. In addition to object-oriented concepts such as message passing, inheritance, polymorphism, delegation and overriding, it entails understanding how learning to program is reflected in the goals of instruction and in different instructional practices. Knowledge of learning to program must also be linked to knowledge of students' thinking, so that teachers have conceptions of typical trajectories of student learning, and can use this knowledge to recognize landmarks of understanding in individuals. The findings suggest relationships among students' affective appraisals of the value of learning to program, their conceptions of learning to program, their approaches to learning it, their evaluations of their performance in tests and examinations and outcomes of their actions. The relationships emerged from student descriptions of their actions and the way in which different aspects of their learning and outcomes related to one another were qualitatively described and in some cases, quantified. In particular, the tensions between prior programming knowledge of a procedural language and current learning of an object-oriented language have emerged in the study. This has implications for teaching, as this study was set against the backdrop of the change in programming language in high schools, from a procedural to an object-oriented language.
Mathematical Sciences
PhD (Maths, Science and Technology Education)

When a new transport service is introduced, people have to learn and familiarize themselves with the new service before they decide to adopt it. These processes are developed over time, thus produce dynamics in individuals’ behavioural responses towards the service. This affects the demand of the new service, thus affect revenues. Available studies have examined the factors influencing these responses from microeconomic perspectives. The influence of the theory-based subjective factors has not been examined empirically. Understanding these would assist transport and urban planners to design a better marketing strategy to increase the market share of the new service. A change in seasons affect individuals’ activity-travel decisions, thus produce dynamics in activitytravel patterns in different seasons. Individuals’ constraints, in a form of mandatory activities (working/studying), are influencing individuals’ decisions to participate in day-to-day nonmandatory activities (leisure and routine activities). The interdependency between travel demand, time allocation and mode choice that considers interactions between mandatory and non-mandatory activities, in different seasons is less explored. Understanding these would assist transport planners and operators to manage travel demand strategies across different seasons of the year and provide better transportation systems for all individuals. This thesis includes five papers. Paper I explores individuals’ characteristics of the quick-response and the adopters of the new public transport (PT) service and examines the temporal effects. Paper II investigates the subjective factors influencing a quick-response to the new PT service by proposing a modified attitude-behaviour framework. Paper III and IV analyse the effects of seasonal variations and individuals’ constraints on their day-to-day activity-travel decisions and patterns. Paper V analyses the attrition and fatigue in the two-week travel diary panel survey instrument.

QC 20170323

This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.