Дисертації: "Educational information systems"

1

Shriam, Khitam. "Educational management information systems & PPGIS." Thesis, University of Manchester, 2009. https://www.research.manchester.ac.uk/portal/en/theses/educational-management-information-systems--ppgis(8f2fe28b-4b10-4fb2-b75d-773034cd7ab0).html.

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Murad, Abdulkader. "Applications of geographical information systems for educational facilities planning." Thesis, University of Newcastle upon Tyne, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341490.

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3

Nicolay, William L. "The Use of Efficient Information Systems for Information Acquisition by the Hearing Impaired: A Case Study." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/1128.

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This paper presents an exploratory case study focusing on the acquisition of information, through technologically efficient systems, by the hearing impaired. The multiple-case study was conducted during one school year with seven students participating. While a central question and propositions derived from that question guide the data collection and analysis, this is a hypothesis-building study. The purpose of the study was to generate questions to focus further research of a descriptive or explanatory format. One question, and the propositions generated by it, dominated this research: How do efficient acquisition systems in the classroom effect academic and social behavior, independent activities, or student, peer, and adult expectations? Three propositions directed the data collection/analysis of this research. As knowledge increases in students: (1) the rate of academic production will increase; (2) times of independent activities will be focused on productive projects; (3) self-concept will improve as measured by students, peers and adults. Six sources (documents, physical artifacts, archival records, interviews, direct observations, participant observation) were used to gather data for the analysis of the research project. The results of this study showed that the students who had only the disability of hearing impairment had significantly different experiences throughout this study than those who evidenced intellectual impairments. Generally, their work output was greater, increased more, and reflected a qualitative change. The data gathered from the unstructured activity periods also clearly show a dissimilar experience. The hearing impaired students "grew" into increasingly more productive behaviors while the other group showed, for all practical purposes, no change at all. The analysis of the third proposition was more problematical. The findings are not as clear as the first two propositions because the reporting and recording of data was subject to more interpretation. The indicators may support the proposition that increased learning has a positive effect on self-image. The results from this study have implications for current educational practices for hearing impaired: (1) Computer and video technology need a directedness not now evident. (2) Placement decisions should be based on expectations and achievements of the various populations served. (3) More sophisticated technology should be placed at the disposal of the classroom teacher.

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Böö, Rickard. "Video game playing, academic performance, educational activity, and motivation among secondary school students." Thesis, Örebro universitet, Handelshögskolan vid Örebro Universitet, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-35525.

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Esmaeily, Kaveh. "Ontological mapping between different higher educational systems : The mapping of academic educational system on an international level." Thesis, Växjö University, School of Mathematics and Systems Engineering, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-876.

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This Master thesis sets its goals in researching and understanding the structure of different educational systems. The main goal that this paper inflicts is to develop a middleware aiming at translating courses between different educational systems.

The procedure is to find the meaning of objects and courses from the different educational systems point of view, this is mainly done through processes such as identifying the context, semantics and state of the objects involved, perhaps in different activities. The middleware could be applied, with small changes, to any structured system of education.

This thesis introduces a framework for using ontologies in the translation and integration of course aspects in different processes. It suggests using ontologies when adopting and structuring different educational systems on an international level. This thesis will, through an understanding of ontologies construct a middleware for the translation process between different courses in the different educational systems. As an example courses in Sweden, Germany and Tajikistan have been used for the mapping and constructing learning goals and qualifications.

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Lagerqvist, Gustaf, and Anton Stålhandske. "Recommendation systems for recruitment within an educational context." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42902.

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Alongside the evolution of the recruitment process, different types of recommendation systems have been developed. The purpose of this study is to investigate recommendation systems within educational contexts, successful implementations of recommendation system architecture patterns, and alternatives to previous experience when evaluating candidates. The study is conducted through two separate methods; A literature review with a qualitative approach and design science research methodology focused on design and development, demonstration and evaluation. The literature review shows that, for recommendation systems, a layered architecture built within a microservice ecosystem is successfully utilized and has multiple beneficial aspects such as improved scalability, maintainability and security. Through design science research methodology, this study shows a suggested approach to implementing a layered architecture in combination with KNN and hybrid filtering. To avoid the lapse of suitable candidates, caused by demanding previous experience, this study shows an alternative approach to recruitment, within an educational context, through the use of soft skills. Within the study, this approach is successfully used to evaluate and compare students, but the same approach could possibly be applied to evaluate and compare companies. Moving forward, this study could be further expanded by looking into possible biases arising as a result of using AI and choices made during this study, as well as weighting of student-attributes.

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Lomerson, William L. (William Lough). "Information Technology Needs of Professional Education Faculty with the Implications for the Design of Information Technology Systems." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332783/.

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This study identified determinants existing within the academic environment of professional education faculty that influence the development and implementation of an information technology system to support their professional endeavors. Such a system would encourage these faculty to integrate technology into their curriculum and, consequently, produce teacher graduates who could employ information technology effectively in teaching. This study used a field survey research design with a mailed questionnaire. Both institutional and personal demographic factors were examined. The population exhibited a high level of homogeneity. This study indicated that ease of use, reliable operation, and capability to integrate technology into their personal work style were the most important concerns of faculty members. These factors reduce the emotional and intellectual costs of using technology.

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Du, Plessis Raoul. "An analysis of the educational needs of end user and information systems personnel as perceived by each other." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/15973.

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Bibliography: pages [83]-89.
One of the basic needs of both information systems practitioners and academics is in determining what skills and knowledge staff need in order to be able to perform adequately in their jobs (Nelson : 1991). This study was concerned with the information technology and information systems learning needs of two distinct classes of personnel; end users and information systems personnel. More specifically, it examines the perceptions that each group has of the other's particular deficiencies. It also compares the importance that each group accords to skill or knowledge in particular items for their counterparts, and how these expectations match their counterparts' own perceptions of item importance. The study was thus concerned with cross-perceptions; the perceptions that each group has of the other. This study examined these perceptions by means of the analytical survey method. The research instrument used was an adapted version of an instrument previously validated and used by Nelson (1991). The research instrument was completed by 168 employees within ten different organizations. The findings suggest that within six different areas of knowledge and skill both end user and IS personnel perceived their counterparts to be most deficient in the area of general IS knowledge; particularly in knowledge of the fit between IS and the organization, the potential uses of IS/IT within the organization, and in the use of IS for competitive advantage. In addition, both groups of personnel perceived their counterparts to be particularly deficient ii') their ability to communicate effectively. The deficiency in general IS knowledge was aggravated by the finding that both groups expect their counterparts to carry more of the responsibility for knowledge in general IS matters than their counterparts appear willing to assume. The implication of this mismatch of expectations is that it must first be resolved by clarifying the respective roles and responsibilities of both end user and IS personnel before the deficiencies themselves can be dealt with.

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9

Alkaabi, MAHFOOD Hussain. "Educational Manager Perceptions Towards Integrated Management Information System Implementation in Yemen." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5299.

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The government of Yemen has been developing government offered services designed to improve the quality of education management. Yemen's managers of education and managers of higher education in the Ministry of Education (MOE) and the Ministry of Higher Education (MOHE) have sought to improve quality of education, reduce costs, and provide timely information for decision-making processes by implementing an integrated management information system (IMIS). The problem was the lack of understanding the barriers that hinder successful IMIS implementation by the MOE and MOHE, and the role that lack of collaboration has played in prior unsuccessful attempts. The purpose of this case study was to identify barriers and success factors related to previous attempts to implement an IMIS in Yemen's MOE and MOHE. Diffusion of innovation (DOI) theory and the technology acceptance model (TAM) provided the conceptual framework. A purposeful sampling was used to select participants for semistructured interviews. The interviews were conducted with 3 ministry personnel, 8 managers, and 4 administrators from various governorates who are currently working or have worked in the Yemen MOE or MOHE. Open coding was used to identify themes and patterns. Themes were related to insufficient human and material resources, lack of understanding and acceptance of IMIS, inadequate IMIS education and training, incompetent program managers, and fear of change. These findings may contribute to positive social change by improving the management of education, thereby the overall quality of education in Yemen. Improving management in education could increase the quality of life by contributing to increase of prosperity through a better-educated society, an active citizenry, and a reduction in the level of societal violence.

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Tratnik, Monika. "A comparative analysis of selected aspects of educational change : Slovenia and England." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019209/.

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The thesis explores Educational Management Information Systems in Slovenia and England from a comparative perspective. The thesis evolves from the argument that postindustrial social developments mean a major shift in educational management in general, and in educational management information systems, as parts of educational management. The main argument, methodology, and organization of the thesis are explained in Chapter One. Chapter Two focuses on an overview of some of the theories about industrial and postindustrial societies; including theories of the 'information society', postmodernity, and postfordism; explores educational change in industrial and postindustrial societies; and thirdly, analyzes selected concepts of general and educational management which have developed in the twentieth century. In Chapter Three this larger theoretical framework is narrowed and refined by analysis of the concepts of an educational information system which evolved and developed within particular management theories. First, this thesis' definition of an EMIS is offered; second, principles of educational management in industrial and postindustrial social settings are explored; and third two ideal typical models of EMIS, 'fordist' and the 'postfordist', are delineated. Chapter Four and Chapter Five focus on contemporary social and educational contexts, the empirical research, and the analysis of findings in Slovenia and England. Empirical data on the two countries of England and Slovenia, collected through interviews and documents and analyzed in the previous two chapters, are compared in Chapter Six. In the same chapter these data are contrasted with the two ideal typical EMIS models. Chapter Six also provides an overall interpretation and concludes by outlining several policy implications of the thesis.

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Maluk, Saib. "Students’ Use of IT to Solve Group-Oriented Educational Tasks within a Course : A study of IT Management Master Program at Umeå University." Thesis, Umeå universitet, Institutionen för informatik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185871.

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12

Cherian, Mathew Sam. "A semantic data federation engine : design, implementation & applications in educational information management." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65501.

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Thesis (S.M. in Technology and Policy)--Massachusetts Institute of Technology, Engineering Systems Division, Technology and Policy Program; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 87-90).
With the advent of the World Wide Web, the amount of digital information in the world has increased exponentially. The ability to organize this deluge of data, retrieve it, and combine it with other data would bring numerous benefits to organizations that rely on the analysis of this data for their operations. The Semantic Web encompasses various technologies that support better information organization and access. This thesis proposes a data federation engine that facilitates integration of data across distributed Semantic Web data sources while maintaining appropriate access policies. After discussing existing literature in the field, the design and implementation of the system including its capabilities and limitations are thoroughly described. Moreover, a possible application of the system at the Massachusetts Department of Education is explored in detail, including an investigation of the technical and nontechnical challenges associated with its adoption at a government agency. By using the federation engine, users would be able to exploit the expressivity of the Semantic Web by querying for disparate data at a single location without having to know how it is distributed or where it is stored. Among this research's contributions to the fledgling Semantic Web are: an integrated system for executing SPARQL queries; and, an optimizer that faciliates efficient querying by exploiting statistical information about the data sources.
by Mathew Sam Cherian.
S.M.
S.M.in Technology and Policy

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13

Langley, Robert James. "The use and development of geographical information systems (GIS) and spatial modelling for educational planning." Thesis, University of Leeds, 1997. http://etheses.whiterose.ac.uk/491/.

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Since the passing of the 1988 Education Reform Act British education, particularly at a secondary level, has been transformed. The changes enacted in this and subsequent legislation have opened up state-provided education to a market-oriented system which is led more by the preferences of parents than the dictation of local or national planners. This means that local authorities and other providers of education have been left in a situation where they are relatively powerless to provide adequate schooling in a proactive manner. It is also the case that there is a danger of a 'two-tier' education system developing whereby the better-informed middle classes are served by high achieving schools and less advantaged pupils are left to fill inner city 'sink' schools which cannot provide them with the same educational chances due to lower resource levels. This thesis presents a feasibility study of a variety of techniques drawn from academic and applied geography which can be utilised by such planners in order to better target the resources available to them and improve their reactions to the vagaries of the market. These tools concentrate on geographical information systems (GIS) and spatial modelling techniques. Although both of these sets of techniques have for many years been applied in other areas, including within local Government, they have yet to permeate to a decision-making level in education planning. Thus the time is ripe for their wider dissemination and application in this area. Several examples of the possible uses of GIS are given, using real data for Leeds schools and pupils. Various types of spatial model are described and the most appropriate are calibrated and applied using the same Leeds data. The thesis concludes that the benefits of modelling techniques for planners at all scales, from individual schools to national Government, could be enormous. Through the application of these tools planners will be better placed to provide an education service which caters for all pupils within it. However, there are caveats regarding the requirement for further research into improving model performance and ensuring that output is sufficiently user-friendly.

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14

Hadley, Barry J. "Matchmaker plus: Information management tool at a classroom level." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1066.

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This project will show how a computer-based information management system can be used by elementary school teachers. Using a desktop database manager software, FileMaker Pro, this project will describe how technology can help a classroom teacher manage information through an application model.

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15

Mavrommatis, George. "Adaptability and player motivation Through Content Customization: The impact of content customization in educational games." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-15791.

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Serious games can be used for a vast amount of different purposes and they change the way we think, learn, and entertain ourselves. The focus of this paper will be more about learning or educational games and how the adaptation of content through personalized preferences can be of an importance for capturing the user’s interest and retaining their motivation. The aim of this paper is to highlight the importance of the content adaptation of a serious game target group in order to maintain their motivation to achieve the learning outcome. The players of serious games usually have a goal or motivation prior to begin playing a game. Those goals may include the learning of a new language or increasing one's geography or math skills. By adapting the content of a serious game to the level of knowledge of a player or giving the player the opportunity to choose in what field they would like to increase their knowledge in, could be a factor to maintain the player motivation up until the goal of the player is achieved. In this paper, an adaptive educational game has been developed to examine whether a target group with personalized content will indicate a higher motivation to play the game than another group which will be playing the direct version of the game without any personalized content.

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16

Samdadia, Viren V. "Integration of 3 dimensional parametric building model with geographic information systems in educational facilities planning and management." Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-0608104-113001/.

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17

Sammadyar, Abdul Wahid. "An investigation into the appropriateness of using agile processes to build an educational management information system." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4324_1308727180.

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Since there was a need for an Educational Management Information System (EMIS) in the Ministry of Education in Afghanistan, we designed and implemented a prototype for use in the ministry and investigated the appropriateness of using Agile methods for producing the EMIS. The prototype consisted of a database containing data about schools and a Dari interface which was used by educational planners, managers and policy makers of the ministry for decision making and planning. Agile methods are relatively new in software engineering and have an approach and development guidelines which strive for user satisfaction and early incremental delivery of software. We adapt them to local conditions due to their collaborative client-developer approach. The interface, a key component, is easy to use and e cient. The key research result is an evaluation concerning the appropriateness of using Agile Methods for developing the EMIS. Focus groups and surveys were used to develop the prototype and accomplish the study.

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18

Djajalaksana, Yenni Merlin. "A National Survey of Instructional Strategies Used to Teach Information Systems Courses: An Exploratory Investigation." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3074.

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Many universities and colleges have placed increased emphasis on teaching excellence in higher education. Efforts to promote teaching excellence vary from the development of alternative new pedagogies as well as research exploring strategies to improve existing teaching practices. Logically, different disciplines employ different instructional strategies to prepare their graduates with specific skills, knowledge, and attitudes. This study examined the instructional strategies used most frequently in the information systems discipline and was inspired by Shulman's (2005) concept of signature pedagogies - the unique but pervasive ways of teaching within a discipline or profession. This dissertation reports a national survey of instructional strategies used across the information systems discipline. The study employed a web-based survey of all information systems faculty members in the United States listed in the Association of Information Systems membership directory (695 valid responses were obtained from 2,835 eligible participants, 24.4% response rate). The research used an original questionnaire identifying 52 different instructional strategies to create a profile of commonly employed teaching practices and to identify whether there are identifiable signature pedagogies in the discipline of Information Systems (IS). Data analyses included descriptive statistics, factor analysis of the survey items, and multiple regression of eight independent variables to predict frequency of instructional strategy used. This quantitative study is the first systematic investigation profiling the instructional strategies and signature pedagogies used in the IS discipline. The results show domination of lecture-based strategies across the information systems discipline. Over 66% of the participants identified lecture as their most frequently used teaching method. Based on the frequency of responses to "Frequently" and "Almost Always/Always", lecture was identified as the most frequently used strategy. The next most commonly employed strategies were interactive lectures (63%), cooperative learning/team-based learning (53%), problem-based learning (53%), whole group discussions (50%), and demonstrations (49%). Participants were also asked to select their "three most frequently used" strategies to identify potential signature pedagogies. Their responses again identified lectures and interactive lectures as the dominant strategies. Viewing these as generic strategies, the following additional frequently used strategies might point to potential signature pedagogies in the discipline: lab activities, case study, analysis and design project, and whole group discussion. This initial investigation focused exclusively on what Shulman (2005) has identified as the surface structure of the pedagogies. Further studies are recommended to also examine the deep and implicit structures to more definitively identify signature pedagogies in the IS discipline. The exploratory factor analysis revealed patterns of instructional strategies usage in the IS discipline. Six factors were identified: in-class active learning strategies, highly-structured active learning strategies, online learning strategies, project-based strategies, writing-based strategies, and portfolio strategies. The internal consistency reliability (Cronbach's Alpha) of the six factors ranged from .67 to .87 on each of the factors formed. Composite means of the factors showed that highly-structured active learning strategies and project-based strategies were the two most frequently used groups of instructional strategies groups across the IS discipline. This study further found that six of eight demographic and course characteristics (i.e., gender, rank, age, course level, delivery format, and class size) were associated significantly with instructional strategies usage depending on both the group of instructional strategies and the type of instructional strategies. Years of prior teaching experience and availability of student assistants were the two non-significant demographic and course characteristics. This study profiles the teaching practices currently employed in the IS discipline in the United States. Recommendations for future research are described along with suggestions for improving teaching and faculty development initiatives in the IS discipline. Additionally, possibilities for future research both within the IS discipline and across other disciplines are presented.

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19

Trevethan, Thomas J. "Building Cloud-Based Information Systems Lab Architecture: Deriving Design Principles that Facilitate the Effective Construction and Evaluation of a Cloud-Based Lab Environment." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/56.

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The problem explored in this dissertation report was that at the time of this study, there were no design principles or methodologies based on design science research (DSR) available to use for artifact construction, implementation, and effective evaluation of cloud-based networking lab environments that can be used to foster hands-on technology skills in students. Primarily based on Hevner’s 7 guidelines of DSR, Peffer’s design science research methodology (DSRM), and Gregor’s IS design theory, this study forms the groundwork for the development of procedures and specifications derived from DSR literature to facilitate the construction, implementation, and evaluation of a comprehensive cloud-based computer and information systems (CIS) laboratory artifact that is globally accessible 24 hours a day and 7 days a week. Secondarily, this study guided the construction and implementation of a prototype cloud-based lab environment using the procedures and specifications derived from DSR. The cloud-based lab environment was then evaluated based on the skill level attained by students enrolled in courses that leveraged the proposed system. Results of this study showed that the overwhelming majority of the students who participated in the experiment using the cloud-based lab environment showed statistically significant gains in pretest and posttest scores compared to the students who participated in the experiment using the classroom-based physical equipment. These results fully supported the first hypothesis for this study, that participation in the cloud-based lab environment would promote positive student outcomes. The second hypothesis also was supported. The majority of the experimental group students completed most of the labs and significantly spent more time on the system compared to the control group students using the traditional classroom-based physical lab equipment, which indicated the specifications derived from DSR positively influenced the use of the cloud-based system. An argument was made that the proposed study advances IS and education research through artifact construction and evaluation by correlating Hevner’s 7 steps of effective DSR theory, Peffer’s DSRM, and Gregor’s IS design theory to the problem statement, research questions, and hypothesis in order to develop guiding principles and specifications for building and assessing a cloud-based lab environment.

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20

Ragan, Eric Dennis. "Supporting Learning through Spatial Information Presentations in Virtual Environments." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23207.

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Though many researchers have suggested that 3D virtual environments (VEs) could provide advantages for conceptual learning, few studies have attempted to evaluate the validity of this claim. While many educational VEs share the challenge of providing learners with information within 3D spaces, few researchers have investigated what approaches are used to help learn new information from 3D spatial representations. It is not understood how well learners can take advantage of 3D layouts to help understand information. Additionally, although complex arrangements of information within 3D space can potentially allow for large amounts of information to be presented within a VE, accessing this information can become more difficult due to the increased navigational challenges.
Complicating these issues are details regarding display types and interaction devices used for educational applications. Compared to desktop displays, more immersive VE systems often provide display features (e.g., stereoscopy, increased field of view) that support improved perception and understanding of spatial information. Additionally, immersive VE often allow more familiar, natural interaction methods (e.g., physical walking or rotation of the head and body) to control viewing within the virtual space. It is unknown how these features interact with the types of spatial information presentations to affect learning.
The research presented in this dissertation investigates these issues in order to further the knowledge of how to design VEs to support learning. The research includes six studies (five empirical experiments and one case study) designed to investigate how spatial information presentations affect learning effectiveness and learner strategies. This investigation includes consideration for the complexity of spatial information layouts, the features of display systems that could affect the effectiveness of spatial strategies, and the degree of navigational control for accessing information. Based on the results of these studies, we created a set of design guidelines for developing VEs for learning-related activities. By considering factors of virtual information presentation, as well as those based on the display-systems, our guidelines support design decisions for both the software and hardware required for creating effective educational VEs.

Ph. D.

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21

Kuoppa, Andreas. "Design Decisions for Indie Development of Educational Video Games : A Case Study." Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74576.

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Educational video games – especially for the PC market – do not seem to perform as well commercially as games from other genres. We argue that there is room for independent – ’indie’ – developers to break into the marketplace, by identifying certain niches and innovating on the genre. This would generate commercial value for such actors and knowledge value for the players. Design decisions of high importance made during development of an educational video game demo at the small Swedish company Toleap Consulting AB were analysed in the pursuit of contributing to eﬀective indie development of such games. Three main problems that arose during development were identiﬁed, and three design decisions where implemented to combat these respective problems; (1) Interpreted educational game pattern utilising XML, (2) Function-based game views and (3) Community created assets, open source, and no costly dependencies. In our case, the formulated design decisions eﬀectively solved our problems, and we argue that they generalise. If a developer creating a similar game (educational video game) in a similar situation (independent development with limited resources) encounters one or more of these problems, the suggested design decisions may help the developer solve the problems, in turn making more educational video games available on the market, generating the aforementioned commercial and knowledge values.

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22

Copley, Stacey. "Assessment of Instructor Information Technology Self-efficacy on Online Course Delivery Modes and Design Methods in the Radiologic Sciences." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343745085.

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23

Jamal, Hala, and Ameera Shanaah. "The Role of Learning Management Systems in Educational Environments: An Exploratory Case Study." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13790.

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Using Learning Management Systems (LMSs) in educational environmentshas facilitated the communication between students and teachers, and raisednew challenges as well. The aim of this research is to investigate the role ofLMS in the learning and teaching processes from students and teachersperspectives. We adopted a social constructivist worldview. We used aninductive qualitative approach, a single case study design and hermeneuticalapproach for analyzing the interviews and observations. We used Garrison etal. (2000) community of inquiry framework as a theoretical guide for thestudy. The research took place at the School of Computer Science, Physicsand mathematics department at Linnaeus University, Växjö campus. Theparticipants of this research were students and teachers from two masterlevels within the program of Information Systems. The study results indicatedthat students and teachers were content with the usage of Blackboard inorganizing courses materials. Although, most teachers didn’t encourageinteractive and discussion activities on Blackboard, students expressed theneed for such activities to help them in constructing and building newmeanings.

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Li, Chun. "SMS-based vocabulary learning for ESL students a dissertation submitted to Auckland University of Technology in partial fulfillment of the requirements for the degree of Master of Computer and Information Sciences (MCIS), 2009 /." Click here to access resource online, 2009. http://aut.researchgateway.ac.nz/handle/10292/746.

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Dissertation (MCIS - Computer and Information Sciences) -- AUT University, 2009.
Includes bibliographical references. Also held in print ( ix,139 leaves : ill., charts. ; 30 cm.) in the Archive at the City Campus (T 371.33 LI)

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TONDIN, JOSE E. M. "Prospeccao de implementacao de ensino a distancia para a disciplina de fundamentos de fisica nuclear na pos-graduacao do IPEN utilizando infra-estrutura de software livre." reponame:Repositório Institucional do IPEN, 2009. http://repositorio.ipen.br:8080/xmlui/handle/123456789/9392.

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Made available in DSpace on 2014-10-09T12:26:27Z (GMT). No. of bitstreams: 0
Made available in DSpace on 2014-10-09T14:04:18Z (GMT). No. of bitstreams: 0
Dissertacao (Mestrado)
IPEN/D
Instituto de Pesquisas Energeticas e Nucleares - IPEN-CNEN/SP

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Oehne, Christian, and Sascha Bardua. "University Teachers’ Perspectives on the Use of Educational Technology in the Research Supervision Process : A case-study on the supervision process of students during their final thesis at the Jönköping University in Sweden." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Informatik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44520.

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Educational technology has been proven to potentially impact higher education institutions, but the true extent of this potential often remains vague. In times when higher education and research become increasingly relevant for the economic welfare of society, research supervision itself emerges as an important field of research. This qualitative research investigates the teachers’ view and approaches to the use of educational technology during the research supervision process of undergraduate and graduate students at the Jönköping University. Through the application of the TPACK framework in higher education, we gained a better understanding of the teachers’ personal values when using educational technologies in their supervision process. Furthermore, we are contributing an empirical example of a TPACK application in higher education while shedding light on the decision-making of supervisors when using or not using educational technology. We conducted seven interviews with research supervisors and answered the questions of (1) how educational technology is used during research supervision and (2) why educational technology is used or not used during the supervision process. The findings showed five main use cases for educational technology. We observed that supervisors mostly used educational technology when collaborating with their students whereas they preferred a more analog or hybrid approach to technology for executing individual tasks like reading and commenting. Educational technology has a supporting role for supervisors, and it is creating personal value to them through convenience, reading comfort, increased efficiency and effectiveness. For further research we suggest investigating how the personal value for teachers can be accounted for in the existing TPACK framework, and the possible benefits the application of the original or an extended version of the TPACK framework has for the field of information system research.

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27

Berg, Marklund Björn. "Games in Formal Educational Settings : Obstacles for the development and use of learning games." Licentiate thesis, Högskolan i Skövde, Forskningscentrum för Informationsteknologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8627.

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From the perspective of educators, games are viewed as a medium in which the younger generation both thrive and excel. Students navigate game environments with ease and regularly solve problems, engage in advanced collaborative efforts, and communicate complex concepts and strategies to one another during their private gaming sessions at home. Games invite the player to form an understanding of intricate systems and mechanics based on participation and experimentation rather than mere observation, and on these merits games are often prophesized as a medium that will significantly change the face of education as we know it. However, while teacher interest in using games is increasing, wide-spread and successful examples of games being implemented in formal educational contexts (e.g. schools and university courses) remain rare. This thesis aims to examine why this is the case and identifies some of the more prevalent obstacles educators and developers both face when embarking on learning game projects as users and creators. In order to examine the situation from both of these perspectives, the research takes a mixed-method approach that entails extensive literature studies coupled with several studies with both educators and developers. Interviews were conducted in order to investigate attitudes and experiences, and more direct researcher participation and case studies were used to examine the processes of implementing and developing learning games as they were carried out. The studied cases and literature have revealed obstacles that indicate that “traditional” entertainment game development is incommensurable with learning game development, and that the use of games in formal educational settings introduces heavy demands on the recipient organization’s infrastructure, culture, and working processes. The conclusion of this research is that learning games embody a unique mixture of utility and game experience, and the formal context which they are to be used in significantly influence the process of developing and using them. Learning games can’t be understood if they’re solely seen as a teaching utility or solely as a game experience and to make them viable both educators and developers need to change their internal processes, their own perceptions of games and teaching, as well as the way they collaborate and communicate with each other. There are also several obstacles that are outside individual institutions and developers’ control, for example the practicalities of the economic constraints that both developers and educators work under that put the sustainability of pursuing learning games for formal education as a business into question. However, the continuous incremental improvements on the infrastructure of educational institutions (e.g. availability of technology and teachers’ familiarity with technology) can likely alleviate many of the obstacles currently inhibiting the impact learning games can potentially have in formal education.
Scandinavian Game Developers

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28

Borg, Olivia. "Educational Data Mining : En kvalitativ studie med inriktning på dataanalys för att hitta mönster i närvarostatistik." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-16987.

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Studien fokuserar på att hitta olika mönster i närvarostatistik hos elever som inte närvarar i skolan. Informationen som resultatet ger kan därefter användas som ett beslutsunderlag för skolor eller till andra organisationer som är intresserade av EDM inom närvarostatistik. Arbetet genomförde en kvalitativ metodansats med en fallstudie som bestod utav en litteraturstudie samt en implementation. Litteraturstudien användes för att få en förståelse över vanliga tillvägagångssätt inom EDM, som därefter låg till grund för implementationen som använde arbetssättet CRISP-DM. Resultatet blev fem olika mönster som definieras genom dataanalys. Mönstren visar frånvaro ur ett tidsperspektiv samt per ämne och kan ligga till grund för framtida beslutsunderlag.
The study focuses on finding different patterns in attendance statistics for students who are not present at school. The information provided by the results can thereafter be used as a basis for decision-making for schools or for other organizations interested in EDM within attendance statistics. The work carried out a qualitative method approach with a case study that consisted a literature study and an implementation. The literature study was used to gain an understanding of common approaches within EDM, which subsequently formed the basis for the implementation that used the working method CRISP-DM. The project resulted in five different patterns defined by data analysis. The patterns show absence from a time perspective and per subject and can form the basis for future decision-making.

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Fuchs, Kevin. "Merits of the Flipped Classroom : Distance-students’ perception of usefulness and challenges regarding the flipped classroom concept in higher education." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97167.

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The educational sector was transforming, wherein distance learning was considered a contemporary alternative to the campus-based learning approach. The flipped classroom concept was a well-researched method that could be applied within the distance-learning paradigm. There were claims that suggest a variety of advantages, however, available publications were lacking the perspective of the primary beneficiary: the students. On this basis, the research question was formulated how distance-students in higher education perceive the benefits and challenges with the technology-enhanced flipped classroom concept. The research was purposefully designed to build on existing contemporary knowledge claims. The review originated from a holistic review of the flipped classroom concept down to well-established educational theories that were connected to contemporary learning methods within the field of Informatics. The empirical data for this qualitative research was collected through seven semi-structured interviews that were preceded by a preliminary observational study. By the means of a thematic analysis, three major themes were identified that offered a broader insight into the students' perspective with regards to the benefits and challenges of the flipped classroom concept. Namely, these themes were (1) sentimental involvement, (2) flipped classroom design, and (3) participants’ perception. The findings revealed that the discussion-based sessions assisted them to foster the knowledge transfer. Furthermore, the ability to contribute and influence the discussion had been perceived as positive. The results of this research confirmed earlier claims concerning a positive perception of the flipped classroom concept. Current scientific publications already argued the importance of student-centered education as a method to develop competencies of students and improve the knowledge transfer of the course participants. This research discovered that the flipped classroom concept was a viable tool to further empower students and facilitate constructivism through communication and enhancement of cognitivism.

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Lidén, Alexander, and Karl Nilros. "Percieved benefits and limitations of chatbots in higher education." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96327.

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Prior to 2012 artificial intelligence, the study of intelligent agents, followed Moore’s law which states that compute is doubling every two years. Post 2012 it has been doubling every 3.4 months. However, intelligent agents are focusing on human language, and conversation is rarely developed for education. This study investigates a student’s perceived benefits and limitations of chatbots in higher education, by exploring the relative advantage, complexity, and compatibility of a different chatbot functionality. By interviewing students the authors could establish four different themes that perceived to be important when using a chatbot, Decreasing obstacles, Enhanced learning process, Hesitance towards complexity, and Teacher involvement. Overall, this study suggests that it is preferable to start with little functionality and then successively improve. Because smaller implementations with basic functionality are more accepted and useful to students compared to complex AI functionality, and for future implementation, this is something that should be accounted for.
Före 2012 följde Artificiell intelligens, läran om intelligenta agenter Moores lag vilket innebär att data beräkningars kraft fördubblas vartannat år. Efter 2012 har det fördubblats var 3,4 månad. Dock utvecklas ofta de intelligenta agenterna med fokus på det mänskliga språket samt hälsa och sällan för utbildnings syfte. Den här studien undersöker studenters uppfattning om fördelar och nackdelar av chatbotar i högre utbildningssyfte genom att utforska relativa fördelar, svårigheter och kompatibiliteten av olika chatbot funktionaliteter. Genom att intervjua studenter kunde författarna etablera fyra olika teman som uppfattades vara viktiga när en chatbot används, att minska hinder, förbättra lärningsprocessen, tvivel gentemot svårigheter och lärarens medverkan. Sammanfattningsvis pekar denna studie på att det är att föredra att börja utveckla chatbotar med med lite funktionalitet och att sedan successivt öka. Detta för att mindre implementationer med grundlig funktionalitet är mer accepterad och användbar för studenter jämfört med komplex AI funktionalitet, och detta är något att ta hänsyn till i framtida implementationer.

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Sabalele, Tabisa. "The potential use of e-learning to support teaching, learning and assessment in Information Systems at Walter Sisulu University." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1006209.

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This research is an investigation of the potential means to make the Information Systems (IS) course more accessible to Walter Sisulu University (WSU) students. As some IS students at this institution are unable to attend classes on a regular basis, this study aims to establish if and how the WSU Accounting Department (which offers the IS course) could use e-Iearning to support the teaching, learning and assessment of IS. This qualitative study was approached from an interpretive perspective. The study has undergone one cycle of an action research approach. The methods used in the study include surveys, an expert review and focus group interviews. The data was elicited from participants using questionnaires and an interview schedule. A staff questionnaire was used to elicit information from IS staff from four contact universities in South Africa to determine their experience of using Information and Communication Technology (ICT) for e-learning in an IS course. A student questionnaire was used to determine the WSU IS students' reasons for absenteeism, their learning needs, and their current computer access and skills. Data from both of these surveys informed the development of the WSU IS pilot website. An expert review questionnaire ascertained the subject expert's opinions about the newly developed WSU IS pilot website. The website was found to be of good quality with respect to the four aspects that Harvey and Green (J 993 cited in Lomas 2002) use to define quality. Some modifications were made to the WSU IS pilot website as a result of the expert's comments. After the website was used by the IS students, two focus group interviews were conducted to determine the students' perceptions of the value of the website. The data was analyzed, interpreted and linked to the literature surveyed. The main findings indicate that the WSU IS pilot website could be part of a more globalised higher education offering than the paper-based IS course offered before. However, the staff and the student surveys revealed that ICT has opened the gap in equity at the higher education institutions, highlighting that access to a university does not mean equal access to lectures and computers. The WSU IS pilot website endeavoured to capitalise on students' physical access to computers by supporting epistemological access to the curriculum, by encouraging them to exercise control over their learning. This study has ideally enabled the Accounting Department to deliver its services to students and this in turn will hopefully help WSU retain its part-time students and improve the student pass rates.

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32

Aho, Lind Hanna. "What are the needs and use of educational games in the modern workplace? : A case study on the prospects of equality, diversity, and inclusion education in a multinational business, through the use of a serious game." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20002.

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Workplace diversity is an increasingly important topic for all companies who wish to stay in business. The purpose of this master’s thesis is to evaluate the needs and usage of a serious game in the form of an educational tool when teaching employees at a multinational business about equality, diversity, and inclusion topics. The study also involves an evaluation of the development of soft skills through an artificial environment offered through a team-based game experience. This was done by conducting a quasi-quantitative with a pre-test/post-test design, inspired by the work of Parker and Du Plooy (2021). The data gathered was analysed, where the results suggested that there is a growing need for serious games as an educational tool in the modern workplace, and if executed correctly, they can be of use for training soft skills regarding equality, diversity and inclusion matters in the employees. Notable connections between earlier research and this thesis’s findings arealsopresented and analysed.

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33

Juste, Francoise. "Staff Education Module for Bar Code Medication Administration." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4862.

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Bar Code Medication Administration (BCMA) is a technology-supported nursing tool that has become the standard of practice for medication administration. When used effectively and efficiently, this tool has the potential to reduce medication errors in acute care settings. In a pediatric unit at a major urban hospital in the northeast region of the United States, the absence of a BCMA nursing staff educational module affected the use of this safety tool leading to an increase of medication errors. The purpose of this DNP project was to develop a comprehensive educational module to promote BCMA in the pediatric unit of the hospital. Two theories were used to guide the translation of research into practice. Lewin's theory of planned change was used as a conceptual model to understand human behavior related to change management. Also employed was Benner's novice to expert theory to define the learning process. The research question for this project involved whether a staff education module of BCMA would optimize the medication administration process and prevent medication errors. The research design included an expert panel that used a 5-point Likert scale to evaluate the BCMA education module for clearness, effectiveness, relevance and utilization in practice. Subsequently, the effectiveness of the module was determined through a descriptive analysis. Findings that resulted from the analysis of the evidence revealed 80% percent felt the education module will increase BCMA compliance and all agreed the education module would help identify areas of needed improvement with the current process. The social change of this study will impact nurses to deliver medications safely with the use of BCMA resulting in improved patient outcomes and safe medication administration.

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Stott, Debbie. "A framework for evaluating instructional design models resulting in a model for designing and developing computer based learning tools with GIS technologies." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003430.

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With the increasing pressures and concerns in education regarding capability, lifelong learning, higher order cognitive skills, transdisciplinary education and so on, educators are seeking fresh ways to teach and new tools to support that teaching. In South Africa, Outcomes Based Education (OBE) has identified critical outcomes (skills) across all subject areas such as problem solving, teamwork, fostering critical thinking etc. as a way of responding to these pressures and concerns. But OBE has been criticised for lacking the necessary tools to develop these critical skills and to promote cross-discipline learning. One innovative way of offering transformative teaching, instruction and learning that may foster the development of these critical skills, particularly those concerned with critical thinking, is by using geographic information systems (GIS) technologies. The scope for using these technologies in secondary education is now being realised for teaching the more generic, cross-discipline skills described whereby students are learning not only about GIS but also with GIS. This realisation provides the opportunity to create flexible, computer-based learning materials that are rooted in authentic, real-world contexts, which aim to enhance the cognitive skills of the students. If these technologies can be used in an innovative way to develop critical outcomes and skills, a model needs to be defined to aid the design and development of learning materials using these technologies for use in schools. The primary aim of this study has been to develop such a model; a model which emphasises the development of real-world learning materials that develop higher-order thinking skills in learners. Another key product of this study is the submission of a comprehensive yet flexible framework for evaluating instructional design models found in the educational literature in order to determine if these design models can be used to develop learning materials forparticular contexts.

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35

Batchelor, Jacqueline. "Mobile information communication and technology use in secondary schools a feasibility study /." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09102007-161045/.

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Owais, Mohammad Hamza. "Development of Intelligent Systems to Optimize Training and Real-world Performance Amongst Health Care Professionals." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556914525013002.

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37

Mbengo, Ivy. "The role of information, communication and technology in promoting gender equality in the workplace: a study of a University in the Western Cape." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/3016.

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Thesis (MTech (Business and Information Administration))--Cape Peninsula University of Technology, 2019
Various efforts have been made to address the issue of gender equality at the workplace. It can be noted that even though equal opportunities between men and women may exist, the discrimination of women is still immanent in the workplace for example gender bias, unequal opportunities and underrepresentation. Previous research has failed to give a clear picture on the impact of information, communication, and technologies on gender gaps. It is mostly generalised. This study evaluates the role of Information Communication Technologies (ICTs) in promoting gender equality in the workplace. The research explores different theoretical perspectives namely Gender Glass Ceiling, Equity Theory, Technology Acceptance Model, Gender Inequality and Discrimination, Critical Information Systems Theory and the Feminist Theory. The study used a qualitative research method and a case study design in order to fulfil the study’s objectives and aim. It was carried out at a selected higher education institution in South Africa. Purposive sampling was used and 19 research participants were interviewed both men and women. The data that was collected was transcribed, coded using open coding, analysed and interpreted using thematic analysis to make sense of the findings. Ethical codes of conduct such as truthfulness, confidentiality, anonymity, beneficence and data protection were employed due to the sensitive nature of the study. Results show that ICTs play a vital role in promoting gender equality. ICTs enable employees to become educated, skilled and knowledgeable becoming aware of their rights and fair practices in the workplace. ICTs also enhance both men and women empowerment in independency, decision making and self-actualisation. Fundamental recommendations are given by the researcher regarding ICTs and the promotion of gender equality in the workplace to enhance organisational performance. Organisations need to view ICTs as an integral part of business and enhance its use to promote gender equality.

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Johansson, Fanny, and Lina Gustafsson. "Tablets effect on children’s mathematical knowledge." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-12569.

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The use of tablets in preschool has increased during the last years. Not everyone is positiveabout young children in preschool, using a technological tool already in at such an early age. Inthis bachelor thesis within the science area of informatics, the researchers research about whateffects the use of tablets in preschool has on children's mathematical knowledge.The result shows the effects on children's mathematical knowledge when using tablets inpreschool. The effects may depend on how the tablet is used in education and also if the use ofthe tablet is guided or not by a preschool teacher. How the tablets are used appears different invarious departments. Some departments in preschool use the tablet more and others less.Preschool teachers want to develop the use of tablets since they see the tablets as an educationaltool.

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Samwel, Emad. "Toward the Development and Implementation of Personalized, Adaptive, and Comprehensive E-learning Systems." Diss., NSUWorks, 2016. https://nsuworks.nova.edu/gscis_etd/373.

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Enrollment in online courses is increasing at a much higher rate than enrollment in on campus courses. Initially, online systems were developed by moving course content from in-class courses as is to an online platform. Later, Web 2.0 technology was implemented in order to improve students’ online engagement. These systems considered all students as one homogeneous group and ignored the fact that different students learn in different ways and at different speeds. Later, adaptive online learning systems were developed based on the assumption that if the instructional approach matches the student learning style, student performance and experience will improve. The use of these systems yielded mixed results because there is no agreement on what, how, and when to adapt instructions. The problem is that there is still a lack of empirical evidence about which online learning system’ design is the most effective, efficient, and engaging. There were two goals for this study. The first was to develop a new instructional theory and design model suitable for personalizing and adapting online learning. The first goal was achieved by developing student personalized, adaptive, and comprehensive e-learning spaces instructional theory and design model. This theory is based on finding the best fit among student characteristics, knowledge domain objectives, and technology used in delivering the online course. The second goal was to implement the newly developed theory and design model in an e-learning system prototype. This goal was achieved by developing and internally validating the e-learning system prototype by utilizing a panel of five instructional design experts. The Delphi method was used to solicit input from the expert panel in three rounds of validation. The validation process resulted in the experts’ consensus that the prototype incorporated the instructional theory and design model well and that this instructional theory holds the promise of increasing online learning courses’ effectiveness, efficiency, and student engagement.

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Rodríguez, Benítez Javier. "Spatial diffusion of multimedia technologies among educators a case study of Puerto Rico /." Diss., Online access via UMI:, 2009.

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41

Engdahl, Karin. "ICT-based learning in home environments : flexibility for individuals? A study of presentational formats for verbalizers and visualizers in educational multimedia." Thesis, University of Skövde, Department of Computer Science, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-495.

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The overall aim of the study is to get a better understanding for the relation between different forms of representation in ICT-interfaces and cognitive variation in individuals. Cognitive style is, according to Riding & Al-Hajji (2000) ”an individual’s preferred and habitual approach to both organizing and representing information”. Research of the relation between cognitive style and learning performance has shown, according to Riding & Al-Hajji (2000), that pupils learn best when the structure, the content and the mode of presentation of the material suits their style.

On the basis of an explorative pre-analysis of a multimedia program for learning mathematics, named Matador, a general hypothesis was formulated. The general hypothesis that was examined is: The Matador multimedia program can be improved as concerns the presentational formats both for pupils who are helped by and attracted by visual information and – in particular – for pupils who are helped by and attracted by verbal information. A minor user’s test with 10-15 year old pupils was carried out in order to complement the pre-analysis by testing some specific details of the program with users. The results of the study indicate that there are certain aspects that could be improved, especially for those who are helped by and attracted by verbal information.

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Smith, Sherwin Anthony. "Standardization in the development and delivery methods of technology workshops." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3225.

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Trainers have long relied on visual content to make their training more effective. As the use of computer-based delivery has become an accepted method of distributing training and instructional materials, a system of standardizing the development and delivery of training workshops was worthy of considerable attention. The study concludes that while many of the older studies do not directly address the use of computer-based presentation applications, a development process can be achieved to streamline the creation of instructional content while maintaining consistency and quality in the content created.

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Dimitrios, Rekleitis. "Cloud-based Knowledge Management in Greek SME’s." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-78715.

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Nowadays, Cloud Technologies are commonly used for a lot of large organizations to aid knowledge sharing. This brings some benefits to the organization by reducing the cost of the charges, improve security, enhance content accessibility, improve efficiency etc. On the other hand, Small and Medium Enterprises (SMEs) tend to manage their information in more informal way by not using the specific language or terminology of KM. Moreover, Small and Medium enterprises do not trust the adoption of cloud-based techniques for managing information for many reasons that discussed later. This thesis tries to provide the benefits and drawbacks of cloud-based Knowledge Management techniques in Greek SMEs and also to find how knowledge processes are used in Greek SMEs according to cloud-based Knowledge Management techniques. Also, through this work I will come up with the benefits and drawbacks of applying cloud-based techniques for managing information-knowledge in SMEs. To accomplish this, I derived with a methodology that is based on qualitative approach. More specifically, I provide an exhaustive literature review and then I contacted with five SMEs in Greece to explore, using different techniques, if these SMEs can benefit from the cloud-based Knowledge Management techniques and how indent are for adopting cloud-based Knowledge Management techniques in their organization. I realized that three of the SMEs are using cloud-based techniques for Knowledge Management, where the two of them does not. To be more specific one of these two SMEs does not manage its knowledge at all. However, all of the five organizations showed a great interest to adopt cloud-based and information system technologies for Knowledge Management. At the end, this work comes up with the following important findings and insights, as well: Cloud-based Knowledge Management techniques can bring a lot of benefits in terms of cost savings and performance. However, this suits the right and efficiently use of cloud-based techniques. The lack of using efficiently cloud-based Knowledge Management techniques may lead to some drawbacks, such as reduction on the performance of the organization and reduction on the savings. This thesis also discusses some points for future direction such as the analysis of a larger space of organizations, the investigation of quantitative analysis and also the combination of both (qualitative and quantitative).

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Evensen, Erik A. "Making it Fun: Uncovering a Design Research Model for Educational Board Game Design." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1247862315.

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Nilsson, Ann. "Lärsituationens komplexitet för elever som upplever svårigheter i matematik : Rutiga Familjen i en ny lärmiljö." Thesis, University West, Division of Media Production, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-1602.

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The Squares Family is a game developed as a learning aid in mathematics. With its graphical representation of the decimal system, the four basic arithmetic operations and positive and negative numbers together with a learning agent as pedagogical approach, the game’s primary purpose is to motivate students in their learning of mathematics. Although the game is strictly based on mathematical rules it attempts to encourage students to play and work with math without experiencing it as mathematics as this is initially not obvious. The game being internationally tested on normal performing students, this project introduced the game to six Swedish students who experience low motivation for and/or difficulties in mathematics. The students from fifth up to seventh grade participated therefore in a three weeks’ study. The ultimate goal of this project is to make suggestions on the integration of the game in the students’ learning environment and on the adaptation of it to fit their needs. In order to be able to make such recommendations, following question was raised: How does the learning situation look like for students experiencing difficulties in mathematics? An attempt to understand the complexity of their learning situation was made through several tests in students’ attitude, self-efficacy and understanding of mathematics, through observations of their game playing, interview with their pedagogue and through a questionnaire on their attitude towards the game and their special education in mathematics and in their understanding of traditionally vs. graphically represented mathematical problems. Despite the time limited study it is obvious that the students’ difficulties in mathematics are not independent of other factors, as the majority of these students display a negative attitude, a low self-efficacy and a sensibility for disturbances and reactions from their social network.

Räkna med Rutiga Familjen är ett spel utvecklat som läromedel i matematik. Spelets huvudmål är att motivera elever i sitt lärande genom sin grafiska representation av decimalsystemet, de fyra räknesätten, positiva och negativa tal samt genom sin pedagogiska ansats av en lärande agent. För att motivera elever att spela och arbeta med matematik utan att initialt vara medveten om det, är matematiken i spelet trots sin matematiska grund, nedtonad. Spelet som testas internationellt mot normaltpresterande elever, introducerades i detta projekt till sex svenska elever med låg motivation för och/eller svårigheter i matematik. Eleverna som är från femte till sjunde klass deltog i denna undersökning under en tre veckors period. Projektets huvudmål är att föreslå rekommendationer för matematikspelets integration i undervisningen av elever med matematiksvårigheter och för anpassning av spelet till deras behov. Som utgångspunkt för framtagning av rekommendationerna ställdes följande fråga: Hur ser lärsituationen ut för elever som upplever svårigheter i matematik? I ett försök att förstå komplexiteten av elevernas lärsituation genomfördes flera tester i deras attityd, självvärdering och matematikförståelse, observationer av deras spelande, intervju med specialpedagogen samt enkät kring deras attityd gentemot spelet och specialundervisningen och kring deras förståelse för traditionellt vs grafiskt representerade matematikuppgifter. Trots studiens tidsbegränsning är det uppenbart att elevernas svårigheter i matematik hänger samman med andra faktorer, då majoriteten av eleverna uppvisar en negativ inställning, en låg självvärdering samt känslighet för störningar och reaktioner från sitt sociala nätverk.

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46

Engström, Olof, and Tigerström Gabriel Lördal. "Improving usability of land warfare simulator: pathfinding and adaptive speed based on geographic data." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-211551.

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SANDIS II is a land warfare simulation and analysis tool developed by the Finnish Defence Research Agency. The Swedish Defence Research Agency has evaluated SANDIS II to have potential as a war gaming aid within education, at the Swedish Defence University. However, operating the tool is considered too diﬃcult to avail that potential. In this report we propose a way of using geographical data for path-ﬁnding in terrain and automatically adjusting units’ speeds. We construct a cost raster from various types of geographic data, with each grid in the cost raster storing a value, representing a degree of mobility. Models using cost rasters are then created for adjusting unit speed and ﬁnding least-cost paths. We implement the models in Python as a stand-alone module, and describe the module’s internal methods, interface and how it can be used by SANDIS II.
SANDIS II är ett simuleringsoch analysverktyg utvecklat av Finska Försvarsmaktens Forskningsanstalt. Svenska Totalförsvarets forskningsinstitut har utvärderat SANDIS II och funnit ett potentiellt användningsområde för verktyget som stöd vid krigsspel, inom utbildning vid Försvarshögskolan. Verktyget anses dock vara för svårhanterligt för att uppfylla detta syfte. I denna rapport föreslås metoder för att beräkna de snabbaste förﬂyttningsvägarna i terräng och att automatiskt justera enheters hastighet i simulatorn, baserat på geograﬁsk data. Vi konstruerar ett kostnadsraster av olika typer av terrängdata, där varje ruta i rastret tilldelas ett värde som representerar framkomlighet. Med kostnadsraster som grund skapar vi sedan modeller för att kunna justera enheters hastigheter och beräkna framryckningsrutter med så låg kostnad som möjligt. Vi implementerar modellerna i en separat Python-modul och beskriver modulens interna metoder, gränssnitt och hur det kan användas av SANDIS II.

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47

Källermark, Haya Lisa. "Agency in the Spanish language classroom : Student and teacher choices, actions and reports when students search for information online as part of a theme." Licentiate thesis, Stockholms universitet, Institutionen för språkdidaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-137824.

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Students’ and teachers’ own choices and actions – their agency – are an integral part of language education, yet we know little about agency in specific classroom contexts. One such context is when students search for information online as part of their foreign language education. Therefore, the aim of this study is to explore the agency enacted through the choices and actions of six upper secondary Spanish students and their teacher. Their choices and actions take place while they are working with a task that asks the students to read authentic web sites with text originally written in Spanish for a native Spanish speaking audience. Using a sociocultural perspective on the process of language learning in this task, the research question is: Through what choices, actions and reports do the students and the teacher exercise and express their agency? The study was carried out in two student groups in their second year at upper secondary school. Primary data were collected during the first lesson of a theme and consist of multiple sources, including computer screen recordings, sound and video uptake along with prompted interviews performed with both students and teacher. The main findings suggest that student and teacher choices and actions did not cohere, due to different objects of their respective activity system. The data shows that when students search for information online as a part of their language studies, they: Act as producers at the same time as consumers Multitask Translanguage Focus on end product more than the learning process Divide their work between them rather than work collaboratively Finding “third spaces” – where students’ home practices are not easily applied to student or teacher objects of the activity systems, leads to a discussion concerning language view and language learning through the use of the Internet.

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48

Al, Abbasi Hawazin. "Organizational Information Security: Strategies to Minimize Workplace Cyberloafing for Increased Productivity." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4773.

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Productivity loss occurs in organizations that experience high levels of personal Internet use by employees on company time, which includes employees using smartphones to surf without needing the firm's Internet connection. The purpose of this qualitative phenomenological study was to explore reliable ways for organizational leaders to monitor or limit their employees' use of smartphone technology for personal use (cyberloafing) while on the job to minimize wasted work time. Social cognitive theory, which includes an emphasis on human behavioral changes based upon the environment, people, and behavior, served as the conceptual framework. The general research question was as follows: How can managers minimize wasted work time by limiting the personal Internet activity of employees who use personal mobile devices while on the job. Data collection involved gathering information from interviews with 20 frontline supervisors, human resource managers, and information technology managers and specialists in 2 U.S. industries: education and telecommunications. Data analysis included examining word frequencies, keyword coding, and identifying themes. Four management themes emerged: create mobile device usage policy, enforce monitoring technology, create a deterrence strategy, and customize monitoring and tracking technology. This study may be important because the analysis revealed effective ways to prevent or minimize employees from Internet surfing and wasting time at work. The findings could lead to positive social change through increased employee productivity and responsibility by providing managers with information to control or limit cyberloafing activities and by fostering an increased commitment to comply with an organization's Internet use policy.

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49

Fang, Li-Chuan. "Improvement and deployment of the web-based database management system for computer science graduate program." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2988.

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In 2005 Mr. Dung Tien Vu completed a master's project for the California State University, San Bernardino Computer Science Department in which he designed a web-based database of department graduate student information. This project was designed to alter the system so that it conforms with current campus regulations, to make some improvements to the system, and to deploy it.

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50

Holm, Louise, and Malin Sjölund. "Användbarhet och nytta med digitala kunskapstest : Inom kommunal utbildningsverksamhet." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-54465.

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E-learning växer och får en mer och mer betydande roll i dagens digitaliserade samhälle. Forskarna blev introducerade i ett digitalt kunskapstest som används av 126 kommuner i Sverige för att finna individers rätta studienivå. Det som undersöktes var vilken nytta och användbarhet som kan ses med de digitala kunskapstesten inom kommuners utbildningsverksamhet - SFI, Komvux och gymnasiets IM-program. I denna studie användes DeLone och McLeans Information System Success Model där fokus var på begreppen användbarhet och nytta som också definieras i rapporten. För att kunna besvara frågeställningarna om de digitala kunskapstesten ansågs vara användbara och vilken nytta de bidrog med valdes en kvantitativ ansats. Enkäter skickades ut till samtliga kommuner där en person per kommun fick möjlighet att besvara frågorna. Resultatet visade att det fanns både för-och nackdelar med de digitala kunskapstesten. Av de 126 kommuner som en gång köpt in testen användes de idag endast av 120 kommuner. Testen var olika användbara för kommunerna då vissa använde dem ofta och andra mer sällan. En fördel med testen var att de bidrog till nytta då de sågs som ett hjälpverktyg att hitta rätt kunskapsnivå på varje elev. Kunskapstesten ansågs däremot för en del vara otillräckligt omfattande, då muntliga tester inte existerade i systemet. Slutsatsen som drogs var att de digitala kunskapstesten till större del var användbara och bidrog till olika typer av nytta för kommuners utbildningsverksamhet.
E-learning is growing and have a significant role in today’s digital society. The researchers were introduced in a digital knowledge test used by 126 municipalities in Sweden, to find the correct study level in individuals. The research were about what benefit and usability these digital knowledge tests has within the municipalities educational activities -SFI, municipality adult education or high schools orientation programme. DeLone and McLean’s Information System Success Model was used in this study and focused on the concepts of usability and utility that also are defined in the report. A quantitative approach was selected to answer the questions about if the digital knowledge test was considered to be useful and what benefit they contributed. Questionnaires were sent to all municipalities in which one person per municipality was able to answer the questions. The results showed that there were both advantage and disadvantage with the digital knowledge test. It also showed that the tests currently only is used by 120 municipalities instead of the 126 municipalities that once purchased the tests. The tests were various useful as some municipalities used it often and others more rarely. One advantage with the test was that they contributed to the benefit because they were seen as an auxiliary tool to find the right level of knowledge of each student. For some municipalities the knowledge tests were considered to be insufficiently comprehensive because oral tests did not exist in the system. The conclusion was that the digital knowledge tests to the greater part was useful and contributed to various types of benefit to the municipalities educational activities.

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