Rozprawy doktorskie: „Learning technology”

1

Mostert, Jaco. "Technology-enhanced learning". Journal for New Generation Sciences, Vol 3, Issue 2: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/480.

Pełny tekst źródła

Streszczenie:

Published Article
The aim of the paper is, firstly, to deal with the reasons for the sudden increase in interest in the use of technology in higher education. The main focus of the paper will be on 18 issues that must be taken into account in successfully integrating technology into the curriculum. These include, among others, the impact of pedagogy on the integration of technology and the needs of the learners. The limitations of certain forms of technology in the South African situation will be discussed.

Style APA, Harvard, Vancouver, ISO itp.

2

Halperin, Ruth. "Learning technology in higher education : a structurational perspective on technology mediated learning practices". Thesis, London School of Economics and Political Science (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420602.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

3

Sontag, Ralph. "Learning Technology Systems Architecture - LTSA". Universitätsbibliothek Chemnitz, 2000. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200000613.

Pełny tekst źródła

Streszczenie:

Gemeinsamer Workshop von Universitaetsrechenzentrum und Professur Rechnernetze und verteilte Systeme (Fakultaet fuer Informatik) der TU Chemnitz. Workshop-Thema: Infrastruktur der ¨Digitalen Universitaet¨ Der Vortrag führt in den in Entwicklung befindlichen Standard IEEE1484 ein. Die Standardisierung im Bereich computer- und netzgestützter Kurse ist Voraussetzung für Datenaustausch und Verbreitung.

Style APA, Harvard, Vancouver, ISO itp.

4

Beresovsky, V. V. "Information technology and sleep-learning". Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/14361.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

5

Schols, Maurice. "Continuing technology professional development : a technology learning preferences instrument to support teacher educators' workplace learning". Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/continuing-technology-professional-development(07a1731f-420f-42ed-af16-7956aeea8eda).html.

Pełny tekst źródła

Streszczenie:

The knowledge-based economy, advances in information and communication technologies and new pedagogical perspectives all influence the need to improve competencies in the 21st century. Innovative educational ideas and concepts have transformed the roles of teacher educators and their students. Adequate technology training is therefore a prerequisite for the teacher educator to develop prospective teachers who can use new technologies to support and improve their students’ achievement gains. However, many of these efforts fail since they are mostly based on a formal, institutional delivery of instrumental knowledge and skills. Adequate technology training is a major factor that can help to promote the uptake of emerging technologies into the curriculum, which in turn benefits students (Yoon et al, 2007; Collins & Halverson, 2009; Earley & Porritt, 2014). This research seeks to add to current knowledge about teacher educators’ technology professionalisation and to provide an instrument for the purpose of mapping teacher educators’ technology learning preferences in the workplace. The technology learning preferences instrument (TLP-instrument) designed, implemented and evaluated in this research is intended to create a link between teacher-educators’ technology learning needs in the workplace and the way in which professional development programmes should be tailored to meet teacher educators’ evolving learning needs. The investigation employs a design-based research approach which is cyclical and appropriate for addressing complex problems in educational practice for which no clear guidelines for solutions are available. To collect and analyse the data, a mixed methods approach was used. The rationale for mixing both types of research is that qualitative and quantitative methods complement each other (Creswell & Plano-Clark, 2011). Findings in this dissertation and in follow-up research are intended to lead to more effective technology professionalisation programmes through suggestions for better design and development based on teacher educators’ learning needs.

Style APA, Harvard, Vancouver, ISO itp.

6

Kaiser, Robert Cresswell. "Adult Learning: Evaluation of Preferences for Technology and Learning Sources for Workplace Learning". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955033/.

Pełny tekst źródła

Streszczenie:

The purpose of this research was to provide an initial investigation of the preferences for both technology and learning sources that are available today in the modern workplace at a large financial institution with a national presence in the USA. In addition to the preferences of the participants, the research includes insights about the culture of the learning organization by using the Dimension of Learning Organization Questionnaire (DLOQ) and two preference surveys. The research methods used in this study are categorized as mixed methods and include both quantitative and qualitative methods. This study is nonpositivist and descriptive. It is based on a triangulation design method which is comprised of analysis from data obtained from the DLOQ and preference surveys, as well as semi-structured interviews with several survey participants. The results of the studies provide the foundational information for an extended quantitative analysis.

Style APA, Harvard, Vancouver, ISO itp.

7

Green, Darrell W. "Authentic Learning in Engineering Technology Through the use of a Technology and Learning Matrix Based Curriculum". NSUWorks, 1995. http://nsuworks.nova.edu/gscis_etd/545.

Pełny tekst źródła

Streszczenie:

This study was designed to investigate the effects of the use of a technology matrix curriculum in the classroom. The students enrolled in the Engineering Technology course at the Fred N. Thomas Career Education Center were the subjects of this research and were tested for any significant difference of immediate retention of the course material. The Career Education Center, which is located on the north side of Denver, Colorado, with a population of about 950 students, is considered a magnet school for special programs. The school consists of a very diverse population, which is multicultural, and students are from every socioeconomic background. The cultural make-up of the Denver Public Schools' student population is approximately 38% Hispanic, 22% Black Americans, 30% Caucasian non-Hispanic and 10% other nationalities of students. Students enrolled at the Career Education Center are from several high schools, both public and private. A learning matrix was designed to correspond with the development of an Engineering Technology curriculum. The learning matrix was offered as a means for matching teaching and learning technique to the individual learning styles of each student. The Learning Matrix incorporated the use of cable television, video based instruction, electronic classroom presentations, database access, oral presentation and lectures, computer presentations, computer testing, satellite communications, on-line conferences, libraries, interactive video, small group and individual activities and haptical assignments. This study was designed to investigate the effects of the use of emerging technologies along with the use of a learning matrix curriculum in the classroom. The study investigated if there was a significant difference in the retainment of knowledge in an experimental group using the authentic technology learning matrix curriculum, as compared to a control group using more traditional educational methods. Career Education Center students enrolled in the Engineering Technology course were tested before and after completing the nine - week Drafting Technology module. Data was gathered regarding the students' direct and immediate retainment of knowledge, following the module, by means of a computerized test covering the material in the Drafting Technology module. Demographic data for the students was gathered through class data sheets.

Style APA, Harvard, Vancouver, ISO itp.

8

Garreta, Domingo Muriel. "Human-centered learning design with technology". Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/667048.

Pełny tekst źródła

Streszczenie:

To improve and innovate education, a novel conception of the role of design in this realm is needed. Human-centered design (HCD), a problem-solving framework underpinned by the user perspective in all stages of the process, provides professional designers with a mindset and a toolbox that includes both process and methods. HCD is multidisciplinary by default and also practice-oriented, context-aware, empathetic and incremental. As such it naturally fits both the design for learning and many of educators’ everyday realities. We apply this conception in the context of technology-enhanced learning with the conceptualisation and implementation of a genuine intervention for the design of ICT-mediated learning activities. Following the Activity-Centred Analysis and Design (ACAD) model, the contributions of this dissertation 1) cover the epistemic, social and set design dimensions of a teacher training activity for educators; 2) inform the incorporation of HCD in education; and 3) provide interdisciplinary learnings for research as well as practice. These contributions have been reported in a set of papers which are compiled in this dissertation together with an introductory kappa. The kappa frames and summaries the contributions, and closes with a proposal on how HCD could contribute to empower educators as designers and facilitate the much interdisciplinary collaboration between education, technology and design.
Facilitar la millora i la innovació docent, requereix d'una nova concepció del rol del disseny aplicat en l'educació. El disseny centrat en les persones (DCU) és una aproximació a la resolució de problemes que inclou la perspectiva dels usuaris en totes les etapes del procés i ofereix als dissenyadors professionals un model mental i els intruments necessaris per aplicar aquest procés i els seus mètodes. El DCU és multidisciplinar per defecte, està orientat a la pràctica, pren consciència del context d’ús, i és empàtic i incremental. Així doncs encaixa de forma natural en el disseny de l’aprenentatge i en la realitat diària del professorat. L'objectiu és aplicar aquesta concepció al disseny de l’aprenentatge mediat per la tecnologia conceptualitzant i implementant una intervenció genuïna per al disseny d’activitats d’aprenentatge que usin les TIC. Seguint el model d’Anàlisi i Disseny Centrat en l’Activitat (ACAD, en anglès), les contribucions d’aquesta dissertació 1) cobreixen les dimensions epistèmica, social i d’eines per al disseny d’una activitat de formació del professorat, 2) informen sobre la incorporació del DCU en educació; i 3) aporten aprenentatges rellevants tant per la recerca com per la pràctica de diferents disciplines. Aquestes contribucions han estat reportades en un conjunt d’articles compilats després de la kappa introductòria. La kappa emmarca i resumeix les contribucions i finalitza amb una proposta sobre com el DCU podria contribuir a apoderar els educadors en tant que dissenyadores i facilitar, d'aquesta manera, la tant necessària col·laboració interdisciplànaria entre educació, tecnologia i disseny.

Style APA, Harvard, Vancouver, ISO itp.

9

Corwin, Patricia M. "Handheld technology impact on student learning /". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/PCorwin2006.pdf.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

10

Beckett, Ronald C., University of Western Sydney, College of Law and Business i School of Management. "Learning organisations in high technology industries". THESIS_CB_MAN_Beckett_R.xml, 2001. http://handle.uws.edu.au:8081/1959.7/299.

Pełny tekst źródła

Streszczenie:

This study describes an action research program, primarily within one company pursuing learning organisation concepts. The research was an integral part of the implication process, not involving case studies carried out after the event, or analysis prior to it, but an iterative mixture of both.Both the literature and case studies of various aspects of the operations of an Australian Aerospace company are used to help identify some particular practices that support organisational learning. A range of issues arising from the research are also discussed. A multi-faceted systems model of corporate memory is developed, and possible ways of obtaining leverage from that memory are discussed.The research identifies a number of competencies, processes and practices that need to be in place for organisational learning and knowledge management to be effective. It is suggested that a particular organisation may take many years to establish this portfolio of capabilities to the extent that they become the operating room.
Doctor of Business Administration

Style APA, Harvard, Vancouver, ISO itp.

11

Schmees, Markus. "Electronic Commerce im Technology Enhanced Learning /". Edewecht OlWIR, Oldenburger Verl. für Wirtschaft, Informatik und Recht, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2982667&prov=M&dok_var=1&dok_ext=htm.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

12

Beckett, Ronald Charles. "Learning organisations in high technology industries /". View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030506.165637/index.html.

Pełny tekst źródła

Streszczenie:

Thesis (D.B.A.) -- University of Western Sydney, Nepean, 2001.
A thesis submitted for the degree of Doctor of Business Adminiistration, University of Western Sydney, Nepean, 2001. Includes bibliographical references.

Style APA, Harvard, Vancouver, ISO itp.

13

Carley, Simon. "Technology enhanced learning in emergency medicine". Thesis, Manchester Metropolitan University, 2018. http://e-space.mmu.ac.uk/621509/.

Pełny tekst źródła

Streszczenie:

Education is integral to the practice and delivery of Emergency Medicine in the UK. The staffing structures, the complexity of the workload and the need to deliver a service 24-hours a day require a high-quality learning environment. This thesis describes my work in using web-based technologies to enhance the learning experience of emergency medicine trainees and consultants. It describes three overlapping themes of innovation. Theme 1 describes the development of the BestBets approach to evidence-based medicine in emergency care. The papers and websites presented describe how the principles of evidence-based medicine were adapted, developed and published to provide a practical and pragmatic approach suitable for the acute care environment. Theme 2 describes how Virtual Learning Environments provided a solution to the challenges of teaching and learning with a chronologically and geographically distributed workforce. Theme 3 describes how I have used the latest social media technologies to enhance learning on a global scale. It describes how local learning can be shared amongst a diverse range of learners using social media tools. This theme charts how my projects on the St. Emlyn's platform have advocated for the Free Open Access Medical Education movement. It also describes how I have created a symbiotic relationship between modern and traditional publishing mechanisms to promote the academic outputs of local and international publishing collaborations. In this thesis I describe the narrative of educational development alongside and in some cases in the mutual support of technological innovation. I reflect on the strengths and weaknesses of the learning narrative and also on the methodological approach to the analysis of the three main themes. Central to my work is how I have developed my skills to now lead the social media projects for the St. Emlyn's group and in the establishment of my recognition as a leader in the area of technologically enhanced emergency medical education.

Style APA, Harvard, Vancouver, ISO itp.

14

LUCZAJ, JEROME ERIC. "A FRAMEWORK FOR E-LEARNING TECHNOLOGY". University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1054225415.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

15

Dey, Priya. "Visual speech in technology-enhanced learning". Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/3329/.

Pełny tekst źródła

Streszczenie:

This thesis investigates the use of synthetic talking heads, with lip, tongue and face movements synchronized with synthesized or natural speech, in technology-enhanced learning. This work applies talking heads in a speech tutoring application for teaching English as a second language. Previous studies have shown that speech perception is aided by visual information, but more research is needed to determine the effectiveness of visualization of articulators in pronunciation training. This thesis explores whether or not visual speech technology can give an improvement in learning pronunciation. This thesis investigates techniques for audiovisual speech synthesis, using both viseme-based and data-driven approaches to implement multiple talking heads. Intelligibility studies found the audiovisual heads to be more intelligible than audio alone, and the data-driven head was found to be more intelligible than the viseme-driven implementation. The talking heads are applied in a pronunciation-training application, which is evaluated by second-language learners to investigate the benefit of visual speech in technology-enhanced learning. User trials explored the efficacy of the software in demonstrating the /b/–/p/ contrast in English. The results indicate that learners showed an improvement in listening and pronunciation after using the software, while the benefit of visualization compared to auditory training alone varied between individuals. User evaluations found that the talking heads were perceived to be helpful in learning pronunciation, and the positive feedback on the tutoring system suggests that the use of talking heads in technology-enhanced learning could be useful in addition to traditional methods.

Style APA, Harvard, Vancouver, ISO itp.

16

Fremont, Kimberly Miller. "Technology, Learning, and College Teaching Evaluations". Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216570.

Pełny tekst źródła

Streszczenie:

Educational Psychology
Ph.D.
College students utilize technology in vast ways. However, the results of studies evaluating the technological experiences of young people within the academic setting are varied, suggesting that students are more complex in their preferences for academic technology use than once thought. Yet no studies have explored student preferences for academic technology as measured by formal course evaluations. This study examined the relationship between technology use and student ratings of instructor and course effectiveness in post-secondary classrooms. Level and type of technology use, individual instructor demographics, and ratings of instructor effectiveness were measured using formal student evaluations of teaching (SETs). The findings suggest that significant differences in technology use exist between instructors of varying rank and experience. Additionally, the results suggest that students identify technology as a tool that contributes to their learning, but that technology is not sufficient in and of itself to impact ratings of instructor effectiveness and self-reported student learning. Rather, students identify instructor variables and instructional approach more frequently as important contributors to their learning. Future research should expand on these results by exploring the specific types of technology that students attend to in the classroom and by investigating how best to incorporate technology while maintaining strong pedagogical approaches.
Temple University--Theses

Style APA, Harvard, Vancouver, ISO itp.

17

Chan, Kan Kan. "Students' perceptions of learning through assessment for learning and technology". Thesis, Durham University, 2007. http://etheses.dur.ac.uk/1912/.

Pełny tekst źródła

Streszczenie:

This study investigates the implementation of the concept of assessment for learning in the context of computer education courses in teacher education in Macau. It aims to promote reflection in students' learning with the use of technology. The concept of assessment for learning was infused into the courses taught by the researcher. Opportunities for self-assessment, peer-assessment and constructive feedback were set up for students to examine their own learning through the online technoiogy, of blogging and digital portfolios. One hundred and seventeen teachers and teacher candidates, taking Computer, Applications, Educational Technology and Information Technology in Education experienced a curriculum based on the concept of assessment for learning for a period of thirteen to fourteen weeks. Nineteen of them experienced a longer period of about twenty-seven weeks. Students were requested to reflect on the course content weekly using blogs and the journal content of the blogs serves as the main source for data analysis. In addition, a questionnaire was given to students to seek their v'iew on the use of blogs for reflection and communication purposes. Analysis of data from different sources such as questionnaire, students' journals and their digital learning portfolios show that students do engage in the reflective process. However, the quality of reflection for most students was not deep. Students did make use of the journal to communicate with. the tutor. The communication pattern of students using online environment shows that they support their peers by words of encouragement, affirmation and empathy. Students value the feedback provided by both the tutor and their classmates. Major problems encountered by students are: the requirement to write a weekly journal and knowledge of what constitutes reflective journal content. The study concludes that assessment for learning is a viable approach that can be supported through blog and digital portfolios. However, the successful implementation of the assessment for learning requires the active facilitation of the tutor to engage students in the process of reflection and communication.

Style APA, Harvard, Vancouver, ISO itp.

18

Mambo, Bernard Edmond. "Technology integration in second language learning : exploring emerging cultural and linguistic patterns in technology-supported learning environments /". Search for this dissertation online, 2004. http://wwwlib.umi.com/cr/ksu/main.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

19

Griffin, Darlene Ann. "Educators' Technology Level of Use and Methods for Learning Technology Integrations". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4325/.

Pełny tekst źródła

Streszczenie:

The purpose of this study was to describe technology learning methods that teachers attend and perceive as effective. The goal was to provide district personnel data that may be utilized when planning for more effective technology staff development. This study examined (1) the methods of learning instructional technology that are being utilized by teachers and administrators and (2) why these methods are being utilized in two Texas school districts. Data was collected from educators via an online survey consisting of demographics, technology training methods, level of technology use (CBAM 1 item), stages of adoption and technology level of use (LoTi, 50-item). Educators with different technology levels of use (high, low) differed on their perceptions and utilization of technology training methods. Specifically, educators with different technology levels of use differed in their perceptions of independent online help, and learning through trial and error technology training methods. Results from the study showed that educators tended to use the technology training method that they perceived as most effective. Educators tended to utilize learning by trial and error, peer support, and technology personnel support the most frequently for learning technology integration Educators' in the study had varying technology levels of use based on their educator categories. Administrators tended to score much higher than both elementary and secondary teachers on their technology levels of use. Participants gave a variety of reasons for utilizing certain technology training methods most frequently. The most popular reason was that the method fit into their time schedule followed by the location of the training. The least given reason was that it was the best method for learning the technology skill.

Style APA, Harvard, Vancouver, ISO itp.

20

Sands, Aaron D. "Technology education teacher perceptions about learning activity module for technology education". Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000sandsa.pdf.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

21

Shanklin, Dave W. "How are technology education teachers learning to maintain technology shop equipment?" Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003shanklind.pdf.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

22

Lin, Yi-Mei. "Understanding students' technology appropriation and learning perceptions in online learning environments". Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4130.

Pełny tekst źródła

Streszczenie:

Thesis (Ph. D.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 25, 2006) Vita. Includes bibliographical references.

Style APA, Harvard, Vancouver, ISO itp.

23

Kroeker, P. Paul. "Technology to facilitate interaction in mobile learning /". View PDF document on the Internet, 2005. http://library.athabascau.ca/drr/download.php?filename=scis/KroekerPaulEssay.pdf.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

24

Bayraktaroglu, Serkan. "Management agendas for technology-based learning media". Thesis, Coventry University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286773.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

25

Broihier, Michael G. "Applying technology to Marine Corps distance learning". Thesis, Monterey, California. Naval Postgraduate School, 1997. http://hdl.handle.net/10945/7979.

Pełny tekst źródła

Streszczenie:

Approved for public release; distribution is unlimited
The purpose of this thesis is to investigate the application of technology to distance learning with the intention of recommending to the Marine Corps a feasible migration path away from its current correspondence program. Currently, the Marine Corps Institute (MCI) administers correspondence courses for both Occupational Skill Development (OSD) and Professional Military Education (PME). Automating and streamlining MCI processes is insufficient considering the pivotal importance distance learning plays in a Marine's career. Current application of technology to distance learning in education, business, and the military is discussed in light of information obtained through interviews, site visits, conferences, and the literature. A non exhaustive list of tangible and intangible costs and benefits related to various distance learning technologies is provided, as well as a template for a distance learning decision mailing process. The process can be used with decision support software to match requirements to technology and select appropriate migration paths through cost benefit analysis. This thesis recommends applying asynchronous methods to OSD courses and a combination of synchronous and asynchronous methods to PME courses. Finally, this thesis recommends changing the current structure and mission of MCI and consolidating its efforts with the College of Continuing Education under the Marine Corps University.

Style APA, Harvard, Vancouver, ISO itp.

26

Rich, Martin. "Information and communication technology in management learning". Thesis, City University London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410151.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

27

Stevens, Mark. "Technology Enhanced Learning for English Language Learners". Thesis, George Mason University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981068.

Pełny tekst źródła

Streszczenie:

This study described how 7^th grade English Language Learners (ELLs) in a public middle school used the multimodal Technology Enhanced Knowledge Support System (TEKS2), to learn social studies content and vocabulary, as well as improve reading comprehension, by examining learner assessment scores, and by addressing their views of the experience. Using literature related to ELLs, social studies learning and reading comprehension, multimodal and technology enhanced learning, collaboration, and engagement the TEKS2 was developed through a Design Based Research approach.

Reading comprehension assessments were developed using passages and questions from state and national assessments, and administered on a pre and post study basis. Content and vocabulary assessments were constructed using questions from state standardized tests and cooperating teacher input, and given after each of the two units covered during the study. A learner interview protocol was established based on literature consulted, modified based on findings emerging from quantitative data processing, with interviews being conducted after both units were completed.

Five questions focused this study: 1. Is there a difference in social studies content knowledge achievement between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 2. Is there a difference in social studies vocabulary knowledge achievement between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 3. Is there a difference in the ability to read social studies text between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 4. Is there a relationship between ELLs’ characteristics (primary language, ELL level, gender, age, teacher, school) and scores on social studies related content, reading, and vocabulary tests? 5. What do ELLs report about their experiences using TEKS2?

Data were analyzed quantitatively and qualitatively. Scores on post unit content/vocabulary tests were analyzed using independent samples t-tests to determine whether there was a statistically significant difference between teacher-directed (control) and TEKS2 learners. Effect sizes were also analyzed to determine the size of difference. Multivariable regression analyses were used to determine which ELL characteristics (primary language, ELL level, gender, age, teacher, school) had the greatest influence on social studies related content, reading, and vocabulary test performance. Learner opinions expressed in interviews were analyzed using deductive and inductive coding.

Data analyses showed the TEKS2 had a large statistically significant influence on social studies content and vocabulary learning. Analysis of learner reading comprehension post-test scores indicated the TEKS2 had a non-significant outcome with a small effect size. Qualitative analysis of learner interviews showed they saw the TEKS2 as a good way to learn due to its multimodal technology enhanced nature, the chance to collaborate, and teacher support.

Findings from this study support several recommendations related to supporting ELLs in multimodal technology enhanced learning environments. Designers of such systems should reach out to teachers who will be involved in using it as the design process proceeds. In addition, teachers using this approach should seek support reaching out to undocumented parents. It would also be beneficial for school administration to support professional development related to design and implementation of TEKS2 type learning that continues throughout a school year with both in-person and online sessions. Further research examining the design and implementation of TEKS2 learning in English, Math, or Science would be worthwhile.

Style APA, Harvard, Vancouver, ISO itp.

28

Regalado, S. Carlos A. (Carlos Andrés Regalado Santamaría) 1971. "Better learning of mechanics through information technology". Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28640.

Pełny tekst źródła

Streszczenie:

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 2004.
Includes bibliographical references (p. 251-254).
(cont.) visualize complex geometric arrangements. Finally, the tools developed represent an alternative to what learning technology has always done; transmit academic knowledge to the student. These tools are an example of how IT can be used to go beyond the traditional forms of academic teaching by using technology with an approach that is not attached to this transmission model. They also show how to exploit the adaptive potential of IT to serve a different, more effective kind of learning.
The use of Information Technology (IT) in engineering education offers the opportunity to teach concepts more effectively than the methods of instruction most commonly used. IT can assist students in making abstractions and improve their understanding of more complicated concepts starting from simple principles and/or real-world physical phenomena. This thesis presents two interactive computer-aided learning tools. For their development, educational theory is first reviewed from which important learning concepts are extracted. These concepts are proposed as essential elements to be incorporated in computer-assisted learning tools. The thesis also reviews the history of technology in education since the 1600's, including the major contributions, challenges, and reactions encountered during years of technological change. The first tool addresses the teaching of basic solid mechanics. The tool uses simulations and animations in multimedia interactive exercises. Formative testing was conducted during its development, and its effectiveness was assessed through a summative evaluation involving 38 students. Two important conclusions can be drawn from this research. First, a clear overall improvement trend was observed for the students who used the basic mechanics tool. Second, the students who benefited the most from the use of the tool were those who were particularly weak in the subject after having been instructed through conventional teaching methods. The second tool covers the principles and applications of stereographic projections and their application to rock wedge stability analyses. It benefits from the findings of the development, implementation, and assessment process of the first tool. This module uses three-dimensional imagery which helps
by Carlos A. Regalado S.
Ph.D.

Style APA, Harvard, Vancouver, ISO itp.

29

Ahn, Sanghoon 1966. "Technology upgrading, learning-by-doing, and productivity". Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10211.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

30

Lewis, Adam H. "Technology and Collaborative Learning in Employee Training". Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1508160808319683.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

31

Hart, Diane. "Systemic evaluation methodology for technology supported learning". Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/1354/.

Pełny tekst źródła

Streszczenie:

Developments in information and communication technologies have opened up new possibilities for organising and supporting learning activity. Appropriate evaluation methodology is required to help practitioners understand how and why their implemented learning designs work, so that they can improve their practice. It is argued that progress in learning about good practice in this domain has been slow because of inadequate methodology for inquiry into the complexity of organised learning activity. Methodology is needed to develop a better understanding of the social factors that influence learning and its outcomes, and the role of technology in this process. This research has investigated the use of systems thinking in evaluation methodology. It is argued that using systems thinking to underpin evaluation practice provides a theoretically robust evaluation methodology. The research principally draws from critical systems theory to rationalise an approach to integrating ideas from different systems models, frameworks and methodologies, in particular those from social systems theory (Churchman 1971), Soft Systems Methodology (Checkland 1981), cybernetic systems from a human-centred perspective (Beer 1972, 1979, 1982, 1985) and Critical Systems Heuristics (Ulrich 1983). The central contribution is evaluation methodology that has been found to work in practice and has been rigorously tested through an action research approach across multiple cases. It is argued that the methodology helps to further clarify the complexity associated with evaluating organised human activity, for example associated with the roles, relationships and activity of multiple stakeholders with an interest in the activity being evaluated and the evaluation activity, and the relationship between strategies at different levels of organisation such as projects, programs, and the wider society in which they are situated. This leads to improvement in the relevancy of information generated by evaluation for answering different questions of interest to these multiple stakeholders.

Style APA, Harvard, Vancouver, ISO itp.

32

Liu, Joe C. "Learning About LED Lighting Technology Through Patents". DigitalCommons@CalPoly, 2014. https://digitalcommons.calpoly.edu/theses/1166.

Pełny tekst źródła

Streszczenie:

Patents and published patent applications are valuable resources to students, engineers, and researchers for learning about technology. This thesis investigated the ability to learn about a technology through the disclosures that are made in published patent applications and issued patents. This thesis first provides an overview of U.S. patent law, system, and resources that are available to the public. It is through an understanding of U.S. patent law and system that one can appreciate that patents and patent applications are a resource for learning about technology. By providing the basic building blocks of LED lighting technology as learned through the teachings of patents and patent applications, this thesis proves that patents and patent applications are valuable resources for learning about technology. The patents and patent applications relied upon for this thesis teach that the basic building blocks of LED lighting technology include: LED device; Color management; and Heat management.

Style APA, Harvard, Vancouver, ISO itp.

33

Thorsteinsson, Gisli, i Tom Page. "COMPUTER SUPPORTED COLLABORATIVE LEARNING IN TECHNOLOGY EDUCATION THROUGH VIRTUAL REALITY LEARNING ENVIRONMENTS". 名古屋大学大学院教育発達科学研究科技術・職業教育学研究室, 2007. http://hdl.handle.net/2237/12115.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

34

Jefferies, Amanda Lucille Joanne. "Blended learning : undergraduate students' experiences of using technology to support their learning". Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/5553.

Pełny tekst źródła

Streszczenie:

This thesis investigates undergraduate experiences of studying within a blended learning environment at a UK university in the first decade of the 21st century. Blended learning in this context comprises the use of institutionally provided technologies including a university-wide managed learning environment, alongside campus-based classroom teaching to support student learning. The personal ownership of technologies and their importance for the student learning experience is also considered. The University of Hertfordshire has promoted itself as a ‘blended learning institution’ since 2005 and this study considers what blended learning means and how students use information technology to support their learning. The study approaches the student experience of blended learning by considering three constituent themes: the student, their HE study and their use of technology. The preliminary study for this work used student constructed reflective video and audio diaries over a period of 18 months. Subsequently a new conceptual framework was drawn up by the researcher. This provided a matrix structure with which to explore through interviews with students their uses of technology for learning, and the relationship with approaches to pedagogy. The analysis of the interviews has provided a snapshot of students’ experiences of pedagogy and technology use across their studies. A Venn diagram was used to explore the three themes and provide a representation of the extent to which technology is seen by students as a part of their everyday lives whether for study or leisure. The student experiences reported here demonstrated a high degree of dependence on technology overall in both their personal and study lives. Their preferences were for a learning environment which included both the taught campus–based experience and the opportunity for easy online access to materials and supplementary activities to support their studies twenty four hours a day. As the students reported on their ‘maturing’ as learners during the course of the study, they described increasingly sophisticated online searching strategies and independent approaches to their learning regardless of their personal pedagogic preferences. Garrison and Vaughan assert that the ‘ideal educational transaction is a collaborative constructivist process that has inquiry at its core’ (2008:14). The outcome of this study presents a more complex view of the student experience of pedagogy in Higher Education. While recent research has reported on the student experience of either technology or pedagogy, the unique contribution of this study is its consideration of both pedagogy and the use of information technology from the viewpoint of the student experience.

Style APA, Harvard, Vancouver, ISO itp.

35

McKay, Donald Stuart. "The Interactions Among Information Technology Organizational Learning, Project Learning, and Project Success". NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/242.

Pełny tekst źródła

Streszczenie:

Knowledge gained from completed information technology (IT) projects was not often shared with emerging project teams. Learning lessons from other project teams was not pursued because people lack time, do not see value in learning, fear a potentially painful process, and had concerns that sharing knowledge will hurt their career. Leaders could change the situation; however organizational leaders have not seen value in project learning and have not made it a priority. Yet, if a relationship existed among IT project success variables (PSVs) organizational learning factors (OLFs) and project learning practices (PLPs) then IT leaders may take greater interest in managing knowledge. The goal of this research was to conduct a correlational study to determine the relationship among OLFs, PLPs, and PSVs within IT organizations. OLFs included those activities at the corporate level that enabled project teams to learn from other projects. PLPs included the activities to learn lessons from a maturing or completed project. PLPs also included activities within an emerging project to harness lessons from prior projects. PSVs described project success. The research question (RQ) asked; what was the relationship among the OLFs, PLPs, and PSVs? To answer the research question it was necessary to ask four support questions (SQ). First, what elements defined organizational learning, project learning, and project success? Second, how effective was use of organizational learning? Third, how effective was project learning? Fourth, how successful were IT projects? To answer the first SQ a content analysis was conducted followed by a review with a Delphi team. A survey was then developed based on the content analysis. Finally, a statistical analysis was conducted to answer the remaining SQs and the RQ. The content analysis and Delphi team review revealed 12 OLFs, 11 PLPs, and 9 PSVs. Answering the second and third support questions the study found that OLFs and PLPs could be used more effectively within IT organizations. However, IT leaders reported that a foundation for organizational and project learning existed. Answering the fourth SQ, IT leaders reported good project success though risk management could be improved. This study found that there was a positive and significant relationship among the OLFs, PLPs, and PSVs. The relationship among the OLFs, PLPs, and PSVs suggests that there is justification to research and develop IT competence in learning.

Style APA, Harvard, Vancouver, ISO itp.

36

Borga, Magnus. "Learning Multidimensional Signal Processing". Doctoral thesis, Linköpings universitet, Bildbehandling, 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-54341.

Pełny tekst źródła

Streszczenie:

The subject of this dissertation is to show how learning can be used for multidimensional signal processing, in particular computer vision. Learning is a wide concept, but it can generally be defined as a system’s change of behaviour in order to improve its performance in some sense. Learning systems can be divided into three classes: supervised learning, reinforcement learning and unsupervised learning. Supervised learning requires a set of training data with correct answers and can be seen as a kind of function approximation. A reinforcement learning system does not require a set of answers. It learns by maximizing a scalar feedback signal indicating the system’s performance. Unsupervised learning can be seen as a way of finding a good representation of the input signals according to a given criterion. In learning and signal processing, the choice of signal representation is a central issue. For high-dimensional signals, dimensionality reduction is often necessary. It is then important not to discard useful information. For this reason, learning methods based on maximizing mutual information are particularly interesting. A properly chosen data representation allows local linear models to be used in learning systems. Such models have the advantage of having a small number of parameters and can for this reason be estimated by using relatively few samples. An interesting method that can be used to estimate local linear models is canonical correlation analysis (CCA). CCA is strongly related to mutual information. The relation between CCA and three other linear methods is discussed. These methods are principal component analysis (PCA), partial least squares (PLS) and multivariate linear regression (MLR). An iterative method for CCA, PCA, PLS and MLR, in particular low-rank versions of these methods, is presented. A novel method for learning filters for multidimensional signal processing using CCA is presented. By showing the system signals in pairs, the filters can be adapted to detect certain features and to be invariant to others. A new method for local orientation estimation has been developed using this principle. This method is significantly less sensitive to noise than previously used methods. Finally, a novel stereo algorithm is presented. This algorithm uses CCA and phase analysis to detect the disparity in stereo images. The algorithm adapts filters in each local neighbourhood of the image in a way which maximizes the correlation between the filtered images. The adapted filters are then analysed to find the disparity. This is done by a simple phase analysis of the scalar product of the filters. The algorithm can even handle cases where the images have different scales. The algorithm can also handle depth discontinuities and give multiple depth estimates for semi-transparent images.

Style APA, Harvard, Vancouver, ISO itp.

37

Rudolph, Godfrey. "Instructional technology for the teaching of novice programmers at a university of technology". Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1401.

Pełny tekst źródła

Streszczenie:

Dissertation submitted in fulfilment of the requirements for the degree of Master of Information Technologyin the Department of Information Technology in the Faculty of Informatics and Design Cape Peninsula University of Technology
Learning computer programming can be fun, challenging and improve problem solving which is a useful ability in general. A teaching-learning environment with a strong emphasis on problem solving promotes social behaviour and discloses the personal benefits that individuals working in almost any Information Technology position can get from programming knowledge. This research project is looking at the challenges experienced by novice programmers and the negative effect it has on the student and the university. This study will address the knowledge and skills needs of programming students and the challenges for students and educators to evolve from traditional to technology-supported teaching and learning. Computer programming is a cognitively challenging subject and good instructional strategies are important in providing the student with optimal learner support. Novice programmers often struggle to understand how a computer executes a program, which impacts negatively on the delivery of the subject and throughput rates. The majority of first year Information Technology students at Cape Peninsula University of Technology are novice programmers and lack strong logic and reasoning as well as other Information Technology skills that can facilitate their interpretation and application of key concepts in programming. These challenges and negative impact on the academic development of programming students have therefore forced the researcher to investigate innovative teaching strategies and/or instructional technologies that can facilitate novice programmers in learning the basic programming concepts. The purpose of this on-going study is to enhance the traditional method of teaching and the understanding of the problems experienced by novice programmers. This study attempts to respond to the question of what the tentative design principles of instructional technology are that can be used to facilitate novice programmers’ understanding of programming concepts. A mix methodology was considered but at the end a qualitative approach was employed. Multiple sources of data gathering, which include participant observations, video recording, a questionnaire, and document analysis, were used as research instruments. The findings, relative to providing a basis for finding a mechanism to help our first year students to cope with the abstract concepts of programming, reflected the literature review. Other key findings included:  Students have little or no prior computer or programming experience  Student population is diverse in terms of computer skills and programming knowledge  Visualization will help reduce the difficulties in writing programs The overall outcomes of this study suggest that:  Good programming examples that include games should be used  Students must be given the opportunity to be more active in their learning.  Computerized assistants should be provided for novice programmers  A visualization tool similar to Scratch should be considered  A basic background in Mathematics is recommended

Style APA, Harvard, Vancouver, ISO itp.

38

Brown, Helen. "'Technology transfer' through high technology corridors : a study of multi-agency partnership learning". Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431472.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

39

Fung, Sze-tat, i 馮思達. "Learning path optimization with incomplete learning object metadata". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47169850.

Pełny tekst źródła

Streszczenie:

One of the fundamental concerns of instructional design is pedagogical sequencing which is a practice of organizing course materials according to the underlying knowledge structure and concept dependency. In the conventional settings, like the secondary schools or tertiary institution, instructors are required to interpret learning materials by their own domain knowledge. But in many online learning systems, analyzing and interpreting learning materials are very challenging due to the lack of instructional contexts and pedagogical attributes of the learning units. The learning objects and learning object metadata (LOM) are learning technologies to formalize the concept of learning unit and standardizing the specification of learning object annotation framework. The learning object is aimed to provide a solution for reuse and sharing of learning materials, and to provide infrastructure for pedagogical design. The LOM has been widely adopted in various learning systems, methodologies and system frameworks proposed to solve instructional design problem based on the pedagogical information as provided in the LOM. However, an empirical study showed that most real-life learning objects do not provide necessary pedagogical information. Thus, it is not clear how the issue of incomplete metadata and hence incomplete pedagogical information will affect those LOM based methods. A new approach to reconstruct the underlying knowledge structure based on information extracted from LOM and data mining techniques is proposed. The main idea of the approach is to reconstruct knowledge structure by the context of learning materials. Intrinsically, the vector space model and the k-means clustering algorithm are applied to reconstruct the knowledge graph based on keyword extraction techniques, and concept dependency relations are extracted from the obtained knowledge graph. Then, the genetic algorithm is applied to optimize for a learning path that satisfies most of the obtained concept dependencies. Furthermore, the performance of applying different semantic interpreters and rule extraction methodology are carefully tested and compared. Experimental results revealed that learning paths generated by the proposed approach are very similar to learning paths designed by human instructors.
published_or_final_version
Electrical and Electronic Engineering
Master
Master of Philosophy

Style APA, Harvard, Vancouver, ISO itp.

40

Tobar, Muñoz Hendrys Fabián. "Supporting technology for augmented reality game-based learning". Doctoral thesis, Universitat de Girona, 2017. http://hdl.handle.net/10803/450519.

Pełny tekst źródła

Streszczenie:

In this thesis, Augmented Reality Game-Based Learning (ARGBL) is explored and arguments are given in favor of its application in the classrooms. The thesis explores the concept and proposes technologies, theories and recommendations to help teachers and designers to include it in their learning activities. Here, the thesis shows a state of art on AR and GBL showing the previous works that support its application. This state of art also shows the strategies that have been used to design and create AR and GBL experiences An exploratory scenario is shown where an ARGBL game was used for a reading comprehension activity in a classroom; an AR book involving a game was used. The thesis proposes a method named “Co-CreARGBL” that is meant to guide teachers and professional designers in the creation, deployment and evaluation of ARGBL experiences. Finally. the thesis argues for the validity of the method
En esta tesis el Aprendizaje Basado en Juegos con Realidad Aumentada (ARGBL) se explora y se presentan argumentos en favor de su aplicación. La tesis explora el concepto y propone tecnologías, teorías y recomendaciones que ayudan a profesores y diseñadores a incluir el ARGBL en sus actividades de aprendizaje. Contiene un estado del arte en AR y GBL mostrando conceptos y trabajos relacionados. Este estado del arte también muestra estrategias que han sido usadas para diseñar y crear experiencias de AR y GBL. Se describe un escenario exploratorio donde un juego ARGBL fue usado en una actividad de comprensión de lectura en un salón de clase; un libro con AR que incluía un juego fue desarrollado y usado. La tesis propone un método para guiar a profesores y diseñadores en la creación, despliegue y evaluación de experiencias ARGBL. Finalmente, la tesis argumenta en favor de la validez del método

Style APA, Harvard, Vancouver, ISO itp.

41

Albó, Laia. "Visual data-enriched design technology for blended learning". Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/668117.

Pełny tekst źródła

Streszczenie:

This doctoral thesis focuses on a gap identified in the literature by investigating how visual representations, authoring support, and data analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. The contributions lie in the research domain of Learning Technologies, and more specifically in the domains of Learning Design, Authoring Tools, Data Analytics, and Blended Learning. In particular, the thesis presents and discusses design principles, challenges, and implications for designing complex blended pedagogies, a visual analogy, and theoretical representation of these complex scenarios. Moreover, it advances the design and development of edCrumble, a data-enriched visual learning design authoring tool for educators. The thesis follows a design-based research approach involving co-creation processes. In doing so, the thesis also contributes with a co-creation case study that brings to light lessons learnt and challenges encountered during its implementation.
La present tesi doctoral es centra en investigar com les representacions visuals, el suport tecnològic i l’analítica de dades poden ajudar al professorat a dissenyar processos d’ensenyament-aprenentatge complexos que combinen l’ús de diferents espais, eines i recursos tecnològics, com per exemple els Cursos Massius i Oberts en Línia (MOOCs). Les contribucions s’emmarquen en el camp de la investigació en Tecnologies per a l’educació i, més concretament, en els camps de Tecnologies per al Disseny d’aprenentatge, Analítiques de dades i Aprenentatge combinat. En particular, la tesi contribueix amb principis de disseny, reptes i implicacions per a dissenyar pedagogies combinades que inclouen l’ús de tecnologia, així com amb una metàfora visual i una representació teòrica d’aquests escenaris complexos. A més a més, contribueix al disseny i al desenvolupament de l’edCrumble, una eina de disseny d’aprenentatge visual enriquit en dades per al professorat. La tesi segueix un enfocament de recerca basat en el disseny, que inclou processos de co-creació. En fer-ho, la tesi també contribueix amb un estudi de cas de co-creació aportant les lliçons apreses i els reptes que s'han trobat durant la seva implementació.
La presente tesis doctoral se centra en investigar como las representaciones visuales, el soporte tecnológico y la analítica de datos pueden ayudar al profesorado a diseñar procesos de enseñanza-aprendizaje complejos que combinan el uso de diferentes espacios, herramientas y recursos tecnológicos, como por ejemplo los cursos en línea masivos i abiertos (MOOCs). Las contribuciones se enmarcan en el campo de investigación de las Tecnologías para la Educación y, más concretamente, en los campos de Tecnologías para el Diseño de aprendizaje, Analíticas de datos y Aprendizaje combinado. En particular, la tesis contribuye con principios de diseño, retos e implicaciones para el diseño de pedagogías combinadas que incluyen el uso de tecnología, así como una metáfora visual y una representación teórica de estos escenarios complejos. Además, contribuye al diseño y desarrollo de edCrumble, una herramienta de diseño de aprendizaje visual enriquecido con datos para el profesorado. La tesis sigue una metodología de investigación basado en el diseño, que incluye procesos de co-creación. En consecuencia, la tesis también contribuye con un estudio de caso de co-creación aportando las lecciones aprendidas y los retos que se han encontrado durante su implementación.

Style APA, Harvard, Vancouver, ISO itp.

42

Lawson, Isobel A. "Perceptions and experiences of older adults learning technology". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21242.pdf.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

43

Oldford, Rhona G. "Teaching and learning with technology : an integrated approach /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0013/MQ36160.pdf.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

44

Jarche, Harold. "Learning in the New Brunswick information technology workplace". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38385.pdf.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

45

Jahnke, Isa. "How to Foster Creativity in Technology Enhanced Learning?" Umeå universitet, Interaktiva medier och lärande (IML), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-60134.

Pełny tekst źródła

Streszczenie:

Creativity-fostered learning in higher education enhanced by social media is described. The fostering of creativity in teaching and learning is illustrated by three examples; a) a European project about experimental online learning in production engineering (PeTEX), b) a longitudinal study about informal learning supported by online forums in a computer science faculty (InPUD), and c) a mind mapping scenario supported by a Web 2.0 tool. Aspects and conceptions towards a framework about fostering creativity in higher education regarding Mediaenhanced education are illustrated.

Style APA, Harvard, Vancouver, ISO itp.

46

Uden, Lorna. "A courseware engineering methodology for technology-based learning". Thesis, Staffordshire University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310576.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

47

Tofaridou, Iliada. "Learning styles and technology environments in mathematics education". Thesis, City University London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440677.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

48

Moraes, Taciano. "Leadership Development of Technology Students through Experiential Learning". Carnegie Mellon University - Silicon Valley, 2015. http://deposita.ibict.br/handle/deposita/24.

Pełny tekst źródła

Streszczenie:

Submitted by Taciano Moraes (tacianomm@gmail.com) on 2017-09-29T16:36:46Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) BR Version - Original.pdf: 4465890 bytes, checksum: 59080162de336729aeb135f1d903423a (MD5)
Approved for entry into archive by Raphael Vilas Boas (raphaelboas@ibict.br) on 2017-09-29T19:18:38Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) BR Version - Original.pdf: 4465890 bytes, checksum: 59080162de336729aeb135f1d903423a (MD5)
Made available in DSpace on 2017-09-29T19:18:39Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) BR Version - Original.pdf: 4465890 bytes, checksum: 59080162de336729aeb135f1d903423a (MD5) Previous issue date: 2015
CAPES
Em um mundo onde a tecnologia modifica cada detalhe de nossa sociedade em uma velocidade cada vez maior, é preocupante que a forma como desenvolvemos nossos líderes esteja melhorando tão devagar. Apesar de inúmeros estudos mostrarem que a liderança é um dos fatores que mais influenciam o sucesso de projetos e de mais de U$ 14 bilhões serem gastos anualmente com desenvolvimento de liderança, mais da metade das organizações acredita que não o esteja fazendo de forma eficaz. Uma das metodologias mais eficientes para o desenvolvimento de liderança dentro das organizações é a Aprendizagem Experiencial, proposta por David Kolb, mas ainda se observa pouca padronização no modo como ela é utilizada, com diversas abordagens diferentes e resultados muito variados. Por esta razão, este estudo propõe um modelo padronizado para o uso de dinâmicas de grupo como um meio para ajudar alunos de tecnologia a praticar habilidades de liderança. Um primeiro piloto foi executado com resultados e feedback bastante positivos, que indicam o potencial de sua aplicação para outras habilidades e contextos.
In a world where technology is changing every single detail of our societies, schools, and organizations in a skyrocketing speed, it is worrying that the way we develop our leaders is improving so slowly. With numerous studies showing that leadership is one of the factors that impact the most on software projects’ success, it is worrying that more than $14B are spent yearly with leadership development and, still, most organizations believe they are not being effective. One of the most efficient methodologies for leadership development inside companies is the Experiential Learning from David Kolb, but it still has some problems in gaining traction inside universities due to their difficulty of simulating practical experiences. Many different approaches have been tried with various results and little standardization is perceived on the way they are used. For this reason, this study proposes a framework for using group activities as a means to help technology students practice leadership skills. A first pilot was executed with pleasant results and feedback from students, but more experiments are necessary to ensure its application for other skills and contexts.

Style APA, Harvard, Vancouver, ISO itp.

49

Bukhari, Rabia Arfin. "Information Technology For E-learning in Developing C". Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-20442.

Pełny tekst źródła

Streszczenie:

E-learning is a rapidly emerging concept facilitating learners in the field of education. Continuous advancements in information technologies are enhancing the possibilities of its growth. Developed countries have realised its strength and adopted it warmly but in developing countries it is still a new concept. There are many limitations in developing countries for its implementation and growth. In my research I have identified the core limitations associated with the growth of E-learning in developing countries and found out some possible solutions. I have selected different subject areas which can support in solving my research questions. In the textual analysis I have found that different cultural, technological and awareness problems are creating obstacles for its implementation. In the empirical survey these problems are verified from the students and teachers who are associated with E-learning and would like to see its implementation in developing countries. In the results of my research findings I have shown how information technology can be helpful for enhancing the possibilities of E-learning and identified how sub systems of E-learning can support its growth.

Style APA, Harvard, Vancouver, ISO itp.

50

Mantena, Anup V. (Anup Verma) 1977. "Technology Enabled Active Learning : system architecture & implementation". Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/84307.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Rozprawy doktorskie na temat „Learning technology”

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych