Дисертації з теми "Innovative forms of learning"

Modified-release oral drug delivery dosage forms are widely used in the pharmaceutical field to overcome all the potential issues imposed by the physiological variabilities of the gastrointestinal tract as well as to maintain drug concentrations within the therapeutic window. In the market, they are available only as solid dosage forms such as capsules or tablets. The development of a liquid oral dosage form with modified-release properties has been keenly awaited. This form could increase the compliance of patients with a swallowing impairment (i.e. paediatric, older or critically ill patients) and, consequently, the efficacy of the therapeutic treatment. In this study, a new technology has been developed that consists of multi-layered particles suspended extemporaneously in a syrup. Omeprazole and budesonide have been employed as model drugs. The coating procedure was optimized to obtain a yield of minimum 90% w/w and a median diameter below 500 µm. Once the final suspension is prepared extemporaneously, it presents sufficient stability to guarantee the administration of multiple doses filled into a syrup bottle and kept for a limited storage time at room temperature (e.g. up to 10 doses to be administered within 10 days).
Doctorat en Sciences biomédicales et pharmaceutiques (Pharmacie)
info:eu-repo/semantics/nonPublished

There are different forms for boundary-crossing learning in and between organizations. One growing form is network. This paper will present a study of collective learning in two innovative networks at the west coast of Sweden. One network is about regional health and growth, the other about leadership development among general directors. Representatives from different organizations meet to learn from each other’s practice. How does this learning take place? What supports and what prevents it? Does it have any effects in their own organizations? Data has been collected through questionnaires, observations, systematic reflections and focus interviews. Results show that the participants express great satisfaction with their outcomes on a personal base. It gives them inspiration, ideas, knowledge and contacts. It also gives them support, strength and self-confidence. One important factor in this context is differences. The participants are coming from different organizations, have different perspectives and experiences. The findings show interesting variances between the two networks that has effects on the type of learning. A problem is the transformation of learning from the network, by the participants into their organizations. There seems to be some important learning barriers. This will be further discussed in the paper.

This article describes the insights from the analysis of the comparative evaluation of open learning methods in organizational education and will be of most interest to researchers and practitioners with non-university background. The approaches considered focus on the selection of solutions based on the methods, which can be individually adapted in the future and applied, for example, by using artificial intelligence technologies to achieve organizational goals without direct human intervention. In this paper we describe the evaluation methods of the learning forms based on the principles of andragogy and consider the software specifics of investigated methods. The obtained conclusions show that the open source course, online learning communities, training with virtual reality and artificial intelligence can be successfully implemented separately and in combination according to the purposes of organizational development. However, learning with artificial intelligence has also a great potential due to the extensive knowledge base and diverse ways of knowledge mediation.

Despite the robust literature surrounding the benefits of blended learning including improved student learning and positive student perceptions of learning (Bishop & Verleger, 2013; O’Flaherty & Phillips, 2015), simply rearranging the structure of activities or incorporating technology does not ensure a more meaningful learning experience (Duffy & McDonald, 2008; Gopal et al., 2010; Lim & Morris, 2009; Mitchell & Honore, 2007; Okojie, Olinzock, & Boulder, 2006). There exists a danger of educators attempting the transition to blended learning without thoroughly understanding how it works (Ash, 2012). Considering the definition of blended learning as “the organic integration of thoughtfully selected and complementary F2F and online approaches and technologies” (Garrison & Vaughan, 2008, p. 148), achieving meaningful learning in the blended classroom requires intentional design, mindful collaboration, and complete integration between the F2F experience and asynchronous online technology. Therefore, this study aimed to understand how anatomy faculty create meaningful learning spaces within their blended anatomy course. By conducting formal research that is focused on understanding the experiences of anatomy faculty in their blended learning course through the theoretical framework of community of inquiry, collaborative learning, and discovery learning, this study informs current and future undergraduate anatomy education by providing insight into how learning happens within this space.

Published Article
In 2003 is vier technikons genooi om deel te neem aan die "Community Higher Education Service Partnership" (CHESP) inisiatief van die "Joint Education Trust" (JET). Die doel is om diens-leer modules oor verskeie dissiplines heen te ontwikkel en op die wyse technikons meer effektief betrokke te kry by gemeenskapsontwikkeling en die kapasiteitsbou van gemeenskapsleiers, akademici en deelnemers uit die dienste sektor. Technikons neig om diens-leer te identifiseer met hulle praktyk van ervaringsleer. Die doel van die artikel is om die neiging aan te spreek deur te wys op die ooreenkomste en verskille tussen die twee vorme van leer, en wel op basis van Andrew Furco (1996) se analise van ervaringsonderwys. Hoewel daar sekere ooreenkomste tussen diens-leer en ervaringsleer bestaan, plaas die verskille hulle op twee onderskeie punte van Furco se kontinuum vir ervaringsonderwys. Met die oog op die suksesvolle implementering van diens-leer deur technikons is dit noodsaaklik dat akademici en rolspelers uit die gemeenskap hierdie ooreenkomste en verskille verstaan.

У дисертації здійснено цілісний порівняльний аналіз професійної підготовки майбутніх магістрів з кібербезпеки в університетах Великої Британії з метою запозичення прогресивних ідей досвіду для впровадження окремих його елементів у вітчизняну освітню практику. Обґрунтування нових концептуальних підходів до вдосконалення професійної підготовки магістрів з кібербезпеки потребує в контексті інтеграції України до європейського освітньо-інформаційного простору ретельної уваги до результатів наукових пошуків і прогностичних ідей зарубіжного досвіду, зокрема Великої Британії. Схарактеризовано стан дослідження проблеми професійної підготовки магістрів з кібербезпеки в психолого-педагогічній літературі, обґрунтовано залежність розвитку кібербезпекової політики від рівня професійної компетентності фахівців із кібербезпеки. З’ясовано, що зовнішня та внутрішня безпека держави, захист інтересів і здоров’я її громадян, особистої інформації залежать від якісної й ефективної діяльності інституцій і структур, які надають послуги з інформаційної безпеки, тобто від професійної компетентності фахівців із кібербезпеки. Проаналізовані вимоги міжнародних організацій («ENISA», «IMPACT», «OSCE», «NSA») до професійної діяльності та підготовки фахівців із кібербезпеки відображено у формулюванні цілей, конкретизації змісту, форм, методів і технологій професійної підготовки магістрів з кібербезпеки, в обґрунтуванні їхніх професійних компетентностей у кіберпросторі. Зафіксовано напрями кібербезпекової політики у Великій Британії: узгодженість критеріїв глобального індексу кібербезпеки та сприяння досягненню основних цілей і концептуальних рамок «Програми глобальної кібербезпеки»; створення платформи для кібербезпеки різних секторів економіки; розроблення спеціальних інформаційних систем і технологій, окремих програмних продуктів; активний розвиток державно-приватного партнерства щодо обміну інформацією про кіберзагрози, управління кіберінцидентами, розроблення галузевих стандартів та рамкових програм кібербезпеки з представниками бізнесу, науки й громадськості; запровадження системи сертифікації компаній та фахівців; залучення бізнесу до фінансування університетських освітніх програм у сфері кібербезпеки та створення спеціальних центрів обміну досвідом. На підставі аналізу законодавчої бази в галузі кібербезпеки Великої Британії підсумовано, що вона є доволі складною та дуже швидко змінюється. Відповідно до професійних стандартів, визначено мету підготовки магістрів з кібербезпеки, яка полягає в поглибленні фахових знань (розуміння ключових понять, принципів, технологій і практики), розвитку професійних навичок та методологічних умінь із питань кібербезпеки. Описано особливості організації освітнього процесу підготовки магістрів в університетах Великої Британії. Унаслідок опрацювання навчальних планів й освітніх програм провідних університетів Великої Британії зроблено висновок, що змістовий компонент органічно поєднує фундаментальну, фахову, науково-дослідницьку й практичну підготовку, сприяючи задоволенню перспективних кар’єрних можливостей і науково-професійному зростанню в галузі кібербезпеки. З’ясовано, що практична підготовка магістрів – обов’язковий компонент змісту програм, що передбачає різні форми (стажування, інтернатура, участь у наукових і міжнародних проектах, волонтерство, менторство, робота з партнерами). Виявлено, що підвищення якості професійної підготовки магістрів з кібербезпеки в університетах Великої Британії досягають завдяки використанню інтерактивних форм, методів та технологій навчання. Застосування інноваційних методів і технологій навчання спрямоване передовсім на вдосконалення результатів навчання магістрів, розвиток мотивації до навчання, удосконалення практичного досвіду. З’ясовано, що особливу увагу зосереджено на розвитку проектних умінь у виконанні дослідницької діяльності. Також підготовка магістрів передбачає професійне та наукове стажування, що є органічною частиною освітньої програми та працевлаштування. Магістрантам пропонують, зокрема, допомогу в розробленні резюме, у розвитку навичок співбесіди тощо. Досліджено сучасний стан підготовки магістрів з кібербезпеки в закладах вищої освіти України, виконано порівняльно-педагогічний аналіз особливостей професійної підготовки магістрів з кібербезпеки у Великій Британії та Україні. На підставі вивчення досвіду Великої Британії обґрунтовано науково-методичні рекомендації щодо вдосконалення професійної підготовки магістрів з кібербезпеки в ЗВО України за такими рівнями: стратегічний; організаційний; змістовий; технологічний. Наукова новизна одержаних результатів полягає в тому, що: уперше виявлено організаційно-дидактичні особливості професійної підготовки магістрів з кібербезпеки в університетах Великої Британії (вільний вибір індивідуальної освітньої траєкторії для кар’єрного просування на засадах інтеграції й диверсифікації освітніх програм, сертифікації професійної кваліфікації; стандартизація та міждисциплінарність змісту, професійна й дослідницька спрямованість, узгодженість із вимогами та потребами кіберполітики; прикладний характер освітніх програм; високий рівень організації самостійного дослідження й пошуково-дослідницької діяльності; інноваційність та інтерактивність форм, методів і технологій навчання); виконано порівняльно-педагогічний аналіз професійної підготовки магістрів з кібербезпеки в університетах Великої Британії й України; окреслено можливості імплементації конструктивних ідей британського досвіду для вдосконалення професійної підготовки магістрів з кібербезпеки в університетах України; удосконалено змістове й навчально-методичне забезпечення для професійної підготовки магістрів з кібербезпеки в університетах України (розроблено авторський спецкурс); набули подальшого розвитку положення щодо сутнісних характеристик і змістового наповнення поняття «професійна підготовка магістрів з кібербезпеки» та його інтерпретації відповідно до зарубіжної й української семантики; стосовно сучасних тенденцій розвитку ІТ-освіти в умовах формування глобальногокібербезпечного простору. Практичне значення роботи засвідчує підготовка науково-методичних рекомендацій «Професійна підготовка магістрів з кібербезпеки: досвід Великої Британії», де обґрунтовано шляхи використання прогресивних ідей британського досвіду для модернізації професійної підготовки майбутніх магістрів з кібербезпеки в Україні. Основні положення, теоретичні висновки, джерельну базу дослідження варто залучати під час розроблення освітніх стандартів підготовки магістрів з кібербезпеки, спецкурсів і спецсемінарів для підготовки майбутніх фахівців ІТ-галузі, удосконалення організації професійної підготовки майбутніх фахівців із кібербезпеки в Україні.
The thesis presents a comprehensive comparative analysis of professional training of Masters in Cybersecurity at UK universities to implement innovative aspects of such experience in the Ukrainian system of education. The justification of new conceptual approaches to improving professional training of Masters in Cybersecurity should pay special attention to the results of scientific research and prognostic ideas of the international experience, in particular, that of the UK, in the context of Ukraine’s integration into the European Higher Education Area. The thesis describes the coverage of professional training of Masters in Cybersecurity in the psycho-pedagogical literature and justifies the dependence of the development of cybersecurity policy on the level of professional competency of specialists in cybersecurity. It specifies that both the external and internal security of the state, as well as the protection of interests, health and personal information of its citizens, depends on high-quality activities of institutions and organizations providing information security services, that is on professional competency of specialists in cybersecurity. It analyzes the requirements of international organizations (“ENISA”, “IMPACT”, “OSCE”, “NSA”) for professional activities and training of specialists in cybersecurity which are reflected in the formulation of goals, the specification of the content, forms, methods and technologies of professional training of Masters in Cybersecurity, as well as in the justification of their professional competencies in cyberspace. It singles out the following areas in the UK cybersecurity policy: the coherence of criteria of the Global Cybersecurity Index (GCI) and the promotion of the main goals and conceptual frameworks of the Global Cyber Security Programme; the creation of a platform for the cybersecurity of different sectors of the economy; the development of special information systems and technologies, as well as separate software products; the active establishment of public-private partnerships on cyber-threat information sharing and cybersecurity incident management; the elaboration of cybersecurity industry-standards and framework programmes with business, science and the public; the introduction of a certification system for companies and specialists; the involvement of business in financing degree programmes in Cybersecurity; the establishment of special centres for sharing experience. The analysis of regulatory documents in the field of cybersecurity in the UK shows that it is somewhat complicated and changes rapidly. According to professional standards, the goals of masters programmes on Cybersecurity include consolidating professional knowledge (understanding key concepts, principles, technologies and practices) and developing professional and methodological skills in cybersecurity. Also, the thesis describes the characteristics of the educational process in the context of masters training at UK universities. The study of degree programmesand curricula of the leading UK universities shows that the content of such training organically combines fundamental, professional, research and practical training, contributing to the pursuit of career prospects and scientific and professional growth of cybersecurity. The thesis clarifies that practical training of masters training is a compulsory component of the content of masters programmes, which involves various forms (internships, participation in scientific and international projects, volunteering, mentoring, working with partners). It finds that the quality of masters programmes on Cybersecurity at UK universities is enhanced by using interactive teaching forms, methods and technologies. It must be noted that the use of innovative teaching methods and technologies is primarily aimed at improving the results of masters training, boosting motivation towards learning and enhancing practical experience. Particular attention is paid to the development of project skills while conducting research. Masters training also includes professional and research internship, which is an organic part of degree programmes and employment. Students can be offered to assist in creating a CV and developing interviewing skills. Finally, the thesis explores the current conditions of masters programmes on Cybersecurity at Ukrainian universities and presents a comparative pedagogical analysis of the peculiarities of professional training of Masters in Cybersecurity in the UK and Ukraine. The study of the UK experience has made it possible to justify scientific and methodological recommendations for improving professional training of Masters in Cybersecurity at Ukrainian universities at the strategic, organizational, content-related and technological levels. The scientific value of the obtained results is as follows: for the first time, the organizational and didactic peculiarities of professional training of Masters in Cybersecurity at UK universities (a free choice of an individual educational trajectory for career advancement based on the integration and diversification of degree programmes and the certification of professional qualifications; the standardized and interdisciplinary content of professional training; professional and research focus; the consistency with the requirements and needs of cyber policy; an applied nature of degree programmes; a high level of independent research and research activities; innovative and interactive forms, methods and technologies of teaching and learning) have been revealed; professional training of Masters in Cybersecurity at UK and Ukrainian universities has been comparatively and pedagogically analyzed; the possibilities of implementing innovative ideas of the UK experience with the aim to improve professional training of Masters in Cybersecurity at Ukrainian universities have been outlined; the content and the instructional-and-methodological support of professional training of Masters in Cybersecurity at Ukrainian universities have been improved (the author’s specialized course has been developed); the statements on the essential characteristics and the content of the concept of “masters training in Cybersecurity” and its interpretation in accordance with the international and Ukrainian semantics, as well as on current trends in the development of IT education under the conditions of creating global cybersecurity space, have been further developed. The practical value of the obtained results can be proved by the author’s instructional-and-methodological recommendations, titled “Professional Training of Masters in Cybersecurity: the UK Experience”, which justify the ways of using innovative ideas of the UK experience to update professional training of Masters in Cybersecurity in Ukraine. The main principles, theoretical conclusions and sources of this research should be included in the development of education standards on professional training of Masters in Cybersecurity, specialized courses and special seminars on professional training of IT specialists, as well as in the improvement of professional training of future specialists in cybersecurity in Ukraine.

The topic of the research in this dissertation is the application of machinelearning in solving problems characteristic to biosystems, with specialemphasis on agriculture. Firstly, an innovative regression algorithm based onbig data was presented, that was used for yield prediction. The predictionswere then used as an input for the improved portfolio optimisation algorithm,so that appropriate soybean varieties could be selected for fields withdistinctive parameters. Lastly, a multi-objective optimisation problem was setup and solved using a novel method for categorical evolutionary algorithmbased on NSGA-III.
Предмет истраживања докторске дисертације је примена машинског учења у решавању проблема карактеристичних за биосистемe са нагласком на пољопривреду. Најпре је представљен иновативни алгоритам за регресију који је примењен на великој количини података како би се са предиковали приноси. На основу предикција одабране су одговарајуће сорте соје за њиве са одређеним карактеристикама унапређеним алгоритмом оптимизације портфолија. Напослетку је постављен оптимизациони проблем одређивања сетвене структуре са вишеструким функцијама циља који је решен иновативном методом, категоричким еволутивним алгоритмом заснованом на NSGA-III алгоритму.
Predmet istraživanja doktorske disertacije je primena mašinskog učenja u rešavanju problema karakterističnih za biosisteme sa naglaskom na poljoprivredu. Najpre je predstavljen inovativni algoritam za regresiju koji je primenjen na velikoj količini podataka kako bi se sa predikovali prinosi. Na osnovu predikcija odabrane su odgovarajuće sorte soje za njive sa određenim karakteristikama unapređenim algoritmom optimizacije portfolija. Naposletku je postavljen optimizacioni problem određivanja setvene strukture sa višestrukim funkcijama cilja koji je rešen inovativnom metodom, kategoričkim evolutivnim algoritmom zasnovanom na NSGA-III algoritmu.

How do reflexive political forms within organizations and the design of innovation processes co-evolve? This paper focuses on emerging reflexive forms of power and authority, considered as regimes beyond pure domination (Clegg et al. 2006: 330 f.). We assume that preserving freedom and initiative of individuals, while not undermining the power of organizational top elites, is particularly essential for business success of organisations operating in high-tech, innovative sectors. Up to now, however, neither the development of related political forms within organisations, nor their intertwinements with innovation processes have been very well understood. Therefore this paper studies the linkages between innovation processes and reflexive political forms of organizations. More specifically, the paper aims to explore in detail the contested, antagonistic and paradoxical processes an organisation must undertake in designing a reflexive political form, a “political hybrid” (Clegg et al. 2006: 333), conducive to innovation capabilities and innovation processes in high-tech companies. Theoretical reasoning is underlined by first insights from a longitudinal case study, being part of a comparative case study program, focusing on the co-evolution of political forms and innovation process design in a SME in southern Germany. The paper contributes to the debate on power and innovation in several respects. First, we will propose a dynamic approach to exploring change and development of political forms within organisations. Most of the literature concerned with different political forms and political regimes within organisations is still centred on static typologies and its comparison (Clegg et al. 2006: 332). Second, we will examine the often neglected, contradictory processes shaping hybrid political forms in organisations. Third, we will conceptually and empirically explore linkages between innovation processes and emerging political hybrids within organizations. This study is, to the best of our knowledge, a research desideratum both in the literature on power and the literature on innovation processes (e.g. Hage and Meeus 2006; Poole and Van De Ven 2004; Vigoda-Gadot and Drory 2006; Clegg et al. 2006).

Given the functions of forest organic soil horizons in carbon sequestration, biodiversity and nutrient cycling, coupled with the fact that the forest floor is often not described in soil surveys, it is important that forestry professionals learn to classify organic horizons and humus forms. The current generation of undergraduate students appreciate having access to multimedia and online resources in their learning, and prefer active, collaborative experiences of the concepts they are learning in the classroom. With technological advances, modernizing curriculum by blending campus-based learning and multimedia is ever easier to accomplish. The objectives of this study were to: (1) develop blended-learning activities, combining campus based learning and multimedia web-based resources, to teach forest floor description and classification; and (2) conduct exploratory factor analysis of student survey responses to assess student opinions about the application of the blended-learning method. The Forest Floor web-based educational resource and campus-based activities were developed with the contributions of a team of experts in soil science, web and multimedia design, and science education. Ninety-four percent of students agreed or strongly agreed that the Forest Floor web-based resource was helpful for learning forest floor concepts, 79% that describing samples in class was essential for understanding the properties of organic horizons, and 81% that they were able to relate information in the Forest Floor web-based resource to their own samples used in an in-class activity indicating that students appreciated the blended learning methodology. Based on the survey responses five implicit factors were interpreted: (1) satisfaction with the web-based educational resources as learning enhancements; (2) success of presentation of concepts using a blended learning method; (3) student self-assessment of learning; (4) student learning preferences in accessing materials; and (5) website usability. Student feedback suggests that the blended learning activities were appreciated and met the learning objectives. This study also provides an example for conducting exploratory factor analysis of blended learning interventions and provides factors that may be verified through confirmatory factor analysis.
Land and Food Systems, Faculty of
Graduate

According to our mind schemes-sticks can help English learners make easier to receive and systematize information, but also reproduce and use it practically, while speaking, when necessary. Schemes-sticks give an opportunity to examine a tense form as a whole, which consists of several interrelated parts.

For the last 10 years universities and colleges in the UK have generated significant investment in designing innovative learning spaces. These spaces have been created to accommodate a student-centered pedagogical approach that is intended to promote formal and informal learning activities, collaboration and socializing by means of flexible technological infrastructure and architectural design. Various assessments have already been realized to investigate the outcomes of this investment and the impact of those spaces on learning. Yet, there is a persevering need to better understand the role of the technological infrastructure and the architectural design in innovative learning spaces as a lived experience by those who use and inhabit them; and to establish whether they are used as anticipated. This work takes up on this challenge and investigates three innovative learning spaces through an ethnographic approach that, following the analytic orientation of Suchman’s situated action, considers and juxtaposes anticipated versus actual use. More specifically, this work addresses the following research questions: • How do people interact with the architectural and technological infrastructure and with each other in innovative learning spaces on an everyday basis? • How do everyday interactions compare with those envisioned by the designers and managers of these spaces? • How do we account for the differences between actual and anticipated use of the spaces? • How can spaces be designed or recover from breakdowns so that actual and anticipated use (re) align? By addressing those questions, the present work contributes to an empirically-grounded understanding of how innovative learning spaces are being used and appropriated compared to the envisioned usage. The analysis reveals tensions between actual and anticipated use, the situated nature of flexible design, as well as the complex and contested processes through which interactions in innovative learning spaces are accomplished, adapted or superseded. The findings suggest a set of critical factors that account for the tensions between desired and actual use of such spaces. Issues of legibility, legitimacy and sense of ownership and appropriation supersede the existing views and guidelines of adaptable design as presented in the current literature and can be used to inform the design and evaluation of innovative learning spaces.

Implementation of innovative curriculum is posited as an immersion strategy with the potential to deepen the mathematical knowledge of in-service teachers. The impact of beliefs on teacher practice, however, can be a substantial constraint in this change process. The purpose of this research was to explore the impact of teaching an innovative mathematics unit on teachers’ knowledge and beliefs about mathematics and mathematics teaching and learning. Using a case study methodology within a constructivist epistemology, two Year 5/6 teachers were studied as they taught a rational number unit of work originally developed in the Netherlands, underpinned by Realistic Mathematics Education (see, e.g., Streefland, 1991). The interconnected model of teacher growth (Clarke & Hollingsworth, 2002) provided the theoretical model of change in this study, and the mathematical knowledge for teaching model (Ball, Thames, & Phelps, 2008) was used to analyse knowledge growth. The initial relationship between the case study teachers and innovative curriculum was pivotal in determining curriculum fidelity and the potential for meaningful change. Both teachers were very experienced and had volunteered for the immersion experience, but issues of trust and teacher authority constrained long-term change. Neither of the teachers in this trial took the full opportunity to learn afforded by the innovative curriculum because they did not seem prepared to reflect seriously on their established beliefs about teaching in general. One of the teachers was open to learning new ways to teach fractions and was pleased at the surprising responses of students he had previously considered lower achieving. This resulted in subject matter and pedagogical content knowledge growth, as he considered the problem-solving strategies promoted by the unit better than those he had used in his career. The second case study teacher’s negative attitude towards the innovative curriculum based on previous experiences overseas resulted in constant concern about extending higher achieving students. She found managing the dissonance of her goals for teaching with those of the innovative curriculum extremely difficult to reconcile, resulting in a reduced number of lessons taught, little long-term growth in knowledge, and no apparent change in beliefs. This research suggests that innovative curricula like those based on Realistic Mathematics Education have the potential to challenge the conceptual schema of teachers, but only if they are open to such experiences. Considering the resilient influence of beliefs on teacher practice observed in this research and its status in the change environment, strategies that both challenge and support teachers are needed if serious and sustained growth is to be realised.

A thesis submitted to the Faculty of Arts in fulfilment of the requirements for the Degree, Masters of Communication Science in the Department of Communication Science at the University of Zululand, 2018.
The enhancement of the quality of education through the digitisation of the learning systems is a national priority in South Africa and beyond. Some academic institutions, both basic and higher level, have responded to this by adopting the use of ICT in their practice. However, the enormous digital divide between urban and rural areas has escalated with its negative effect on the schools. Most rural schools remain underdeveloped with a huge deficit in teaching and learning resources, while technological progressions continue at an unprecedented speed. These advancements in technology come with drastic changes in all spheres of life, particularly in the labour market. Thus, the need for preparing high school learners with relevant skills for the future, which mostly relies on ICT capabilities. This study, therefore, focuses on how the use of ICT in a rural classroom can help bring the learners to speed with the digital revolutions we are witnessing. The study adopts the Technology Acceptance Model as well as the Interactive Model to propose plausible solutions. The data were collected from 121 rural secondary school teachers in the King Cetshwayo District Municipality. The findings of the study revealed that the lack of ICT skills among teachers, and insufficient resources to support classroom experiences are key barriers to the effective use of innovative communication protocols, which include ICT in the rural classroom. This has policy implications for the department of higher education in terms of human resource development and the provision of appropriate logistics.

Purpose – The purpose of this thesis is to explore the capability of Swedish regional public transport authorities (RPTAs) to organize public transport so that it stimulates the intended value creation process needed to increase users’ positive experience. Design/methodology/approach – This thesis utilizes an interpretative research approach. Two empirical studies, resulting in two papers have been used in this thesis. Study I consists of a quantitative Kano questionnaire with 930 respondents. Study II comprises a qualitative study with 11 semi-structured interviews. Both studies have been equally necessary to the results of this thesis. Findings – Public transport is one of the few public services with a mandate to attract users, and therefore, this thesis suggests that Swedish public transport organizations must understand how various services in multiple dimensions affect users’ preferences for public transport. With this understanding, public transport organizations can effectively and efficiently allocate resources and increase the appeal of future public transport. Such a focus demands a deep organizational knowledge and understanding of customer needs and detailed awareness of how the achievement of various requirements affects customers. This thesis shows that organizational structures are based on political comprises rather then the needs to solve coordination challenges and facilitate customers’ value creation. It is further argued that the organizational structures and personal or impersonal information processing mechanisms in Swedish public transport influence the search for information and subsequent organizational learning influencing the RPTAs’ capabilities to include and understand public transport users’ needs. This thesis offers insight into how public organizations, such as Swedish public transport authorities, can make decisions in structural design to learn from customer perceptions and adapt organizational policy accordingly.  In addition, I argue that RPTAs must employ both exploitative and exploratory learning to improve their capabilities and increase their efficiency and effectiveness. This thesis also provides a model to describe these relationships. Originality/value – Unlike previous studies, this thesis shows how organizational structures are decided based on political compromises rather than the need for coordination. This thesis offers insight into how public organizations, such as Swedish public transport authorities, can make decisions in structural design to learn from customer perceptions and adapt organizational policy accordingly.
Public transport is one of the few public services with a mandate to attract users, and therefore, this thesis suggests that Swedish public transport organizations must understand how various services in multiple dimensions affect users’ preferences for public transport. With this understanding, public transport organizations can effectively and efficiently allocate resources and increase the appeal of future public transport. Such an approach requires not only a deep organizational knowledge of customer needs, but also a detailed knowledge of how the achievement of the various demands affects users and their value creation. This thesis further shows that organizational structures are based on political comprises rather then the needs to solve coordination challenges and facilitate customers’ value creation. It is here argued that the organizational structures and personal or impersonal information processing mechanisms in Swedish public transport influence the search for information and subsequent organizational learning influencing the RPTAs’ capabilities to include and understand public transport users’ needs. This thesis offers insight into how public organizations, such as Swedish public transport authorities, can make decisions in structural design to learn from customer perceptions and adapt organizational policy accordingly.

Science and mathematics education in Australian senior secondary years is experiencing declining enrolments, negative student attitudes, a shortage of qualified teachers and a curriculum that lacks relevance to contemporary life (Masters, 2006, Smith, 2003, Tytler, 2007). Such evidence calls for transformation in secondary science and mathematics education and acknowledges that teachers’ professional learning is central to achieving required transformation. Fulton Senior Secondary School is a purpose built school designed to respond to the perceived crisis in teaching and learning of science and mathematics in the final years of schooling. It is also the site in which this qualitative interpretive case study was conducted. The purpose of the research was to investigate the processes and outcomes of teachers’ professional learning in a setting that was designed to promote innovation and reform. The research, conducted over a period of six years, used grounded theory methods to answer questions about what supported and sustained teachers’ learning, and what were the outcomes of this learning for teachers, students and the school. To achieve an authentic account of the teachers’ lived experiences, I positioned myself as an insider-researcher, working intensely and thoughtfully with staff at Fulton over a period of six years. The study revealed the nature of the interactions between contextual conditions, organisational elements and relationships factors that influenced teachers’ professional learning. An explanatory model of professional learning was developed as an outcome of the theorising process. This identified the importance of alignments between: teachers’ capacities, characteristics and sense of personal agency; and specific contextual conditions, organisational elements and relationship factors. Successful alignments were identified as affordances for teachers’ learning and formed the basis of the explanatory model. In essence, the contextual conditions, organisational elements and relationship factors of Fulton provided the architecture of an explanatory model of professional learning. The teachers acted as explorers of this architecture. The research revealed that teachers brought existing beliefs and practices to Fulton, but through incidental and intentional learning, these beliefs and practices were expanded and often changed. Teachers developed deep understanding of many factors associated with effective pedagogy including: learning and learning processes; new science and mathematics content; effective curriculum design; and authentic assessment processes. The teachers were open to challenges and recognised their roles as learners in achieving the vision of the school. Their outcomes varied, but each teacher’s learning influenced both the students and the school as a learning organisation. There was considerable evidence that the investment in teachers as learners was pivotal to achieving the vision of transforming science and mathematics education in the senior secondary years at this school.

Today's organizations face an economic climate that is globalizing, increasing customer demands for products and services that meet their unique needs and the fast pace of technological developments. Organizations require the effective use of new communication technologies as a means of sharing information and expanding capacity for innovation. The main question for this research is: When new communication technologies are introduced into organizations, how do they work together with existing cultural assumptions to produce an innovative, learning environment within the organization? The research design involves conducting moderately structured interviews with organizational leaders in four diverse organizations: Ingram Book Company, Service Merchandise Company, Inc., Life Way Christian Resources of the Southern Baptist Convention, and Dollar General Corporation. Results include an introduction to each company, a report on their implemented new communication technologies and innovative learning environment, and a description of their core corporate culture.

Investigated into and motivated by Ensemble Machine Learning (ML) techniques, this thesis contributes to addressing performance, consistency, and integrity issues such as overfitting, underfitting, predictive errors, accuracy paradox, and poor generalization for the ML models. Ensemble ML methods have shown promising outcome when a single algorithm failed to approximate the true prediction function. Using meta-learning, a super learner is engineered by combining weak learners. Generally, several methods in Supervised Learning (SL) are evaluated to find the best fit to the underlying data and predictive analytics (i.e., “No Free Lunch” Theorem relevance). This thesis addresses three main challenges/problems, i) determining the optimum blend of algorithms/methods for enhanced SL ensemble models, ii) engineering the selection and grouping of features that aggregate to the highest possible predictive and non-redundant value in the training data set, and iii) addressing the performance integrity issues such as accuracy paradox. Therefore, an enhanced Machine Learning Engine Engineering (eMLEE) is inimitably constructed via built-in parallel processing and specially designed novel constructs for error and gain functions to optimally score the classifier elements for improved training experience and validation procedures. eMLEE, as based on stochastic thinking, is built on; i) one centralized unit as Logical Table unit (LT), ii) two explicit units as enhanced Algorithm Blend and Tuning ( eABT) and enhanced Feature Engineering and Selection (eFES ), and two implicit constructs as enhanced Weighted Performance Metric (eWPM) and enhanced Cross Validation and Split ( eCVS). Hence, it proposes an enhancement to the internals of the SL ensemble approaches.

Motivated by nature inspired metaheuristics algorithms (such as GA, PSO, ACO, etc.), feedback mechanisms are improved by introducing a specialized function as Learning from the Mistakes ( LFM) to mimic the human learning experience. LFM has shown significant improvement towards refining the predictive accuracy on the testing data by utilizing the computational processing of wrong predictions to increase the weighting scoring of the weak classifiers and features. LFM further ensures the training layer experiences maximum mistakes (i.e., errors) for optimum tuning. With this designed in the engine, stochastic modeling/thinking is implicitly implemented.

Motivated by OOP paradigm in the high-level programming, eMLEE provides interface infrastructure using LT objects for the main units (i.e., Unit A and Unit B) to use the functions on demand during the classifier learning process. This approach also assists the utilization of eMLEE API by the outer real-world usage for predictive modeling to further customize the classifier learning process and tuning elements trade-off, subject to the data type and end model in goal.

Motivated by higher dimensional processing and Analysis (i.e. , 3D) for improved analytics and learning mechanics, eMLEE incorporates 3D Modeling of fitness metrics such as x for overfit, y for underfit, and z for optimum fit, and then creates logical cubes using LT handles to locate the optimum space during ensemble process. This approach ensures the fine tuning of ensemble learning process with improved accuracy metric.

To support the built and implementation of the proposed scheme, mathematical models (i.e., Definitions, Lemmas, Rules, and Procedures) along with the governing algorithms’ definitions (and pseudo-code), and necessary illustrations (to assist in elaborating the concepts) are provided. Diverse sets of data are used to improve the generalization of the engine and tune the underlying constructs during development-testing phases. To show the practicality and stability of the proposed scheme, several results are presented with a comprehensive analysis of the outcomes for the metrics (i.e., via integrity, corroboration, and quantification) of the engine. Two approaches are followed to corroborate the engine, i) testing inner layers (i.e., internal constructs) of the engine (i.e., Unit-A, Unit-B, and C-Unit) to stabilize and test the fundamentals, and ii) testing outer layer (i.e., engine as a black box ) for standard measuring metrics for the real-world endorsement. Comparison with various existing techniques in the state of the art are also reported. In conclusion of the extensive literature review, research undertaken, investigative approach, engine construction and tuning, validation approach, experimental study, and results visualization, the eMLEE is found to be outperforming the existing techniques most of the time, in terms of the classifier learning, generalization, metrics trade-off, optimum-fitness, feature engineering, and validation.

The twenty-first century is an era where corporate and small businesses alike have to give way to what has been termed the ‘knowledge era’. Knowledge management is regarded as the most important factor in the mainstream of the business fraternity in ensuring sustainability within organisations. Because knowledge management is an integral part of managerial activity in a number of organisations, the broader economic environment and social life today, it is imperative that organisations must be knowledge-driven. Equally important are the associated knowledge management implementation strategies. Based on the literature study and the survey of the branch managerial teams in FNB branches in the Nelson Mandela Metropolitan in Port Elizabeth, it was concluded that FNB partly applied specified concepts to embrace an innovation culture in the organisation. The concepts specified included innovative competency, leadership initiative, customer engagement, staff engagement and personal desire, at both individual and FNB level. In order to attain the objective of the empirical study, survey results were evaluated in order to establish whether the above mentioned concepts were applied. A sample of fifty five (55) managerial members from fifteen (15) branches were surveyed. The responses obtained from the respondents were analysed and compared with the matters raised in the literature review. Leadership initiative appeared to be the most important critical factor in driving knowledge management culture in the organisation. However, it was established that personal desire, both at individual and FNB level, were misaligned to knowledge management. This implied that the organisation was not yielding full benefits from their employees in ensuring that management optimise on the employees’ skills, qualifications and expertise. Conclusions, research gaps and recommendations were formulated for the FNB’s promotion of innovative competency, leadership initiative, customer engagement, staff engagement and personal desire, both at individual and FNB levels. The empirical results were satisfactory and informative. Leadership initiative appeared to be the most critical factor in driving knowledge management culture in the organisation.

The rapid convergence of collaborative technologies, democratisation of digital communication and consumerisation of Smart Grid infrastructure (i.e.: smart metering and distribution substation automation) have faltered the efficacy of centralised command-and-control and its insular sub-culture. For complex firms in today's creative economy, this infers that management innovation (MI)—“an induced managerial capacity to search for novel ways to create value”, is rapidly becoming liabilities unless it is innovatively managed for overcoming the inertia of discontinuity opportunities. The raison d'être of this thesis is to investigate the generative managerial processes through which MI can be fostered for experimentation and innovatively managed for acceleration. It comprises four qualitative case studies that involved in-depth interviews, surveys, public records and archival documentaries of four Canadian energy and utilities organisations. The conclusions are fascinating both expected and unanticipated. I found that many, if not most, of the contemporaneous routines of pyramidal target-setting and benchmark-driven cultures are ubiquitously evident. Business planning and risk management still function, albeit the objects of those tenets are different. These quasi-objects include, but are not limited to, organic structures, web-enabled paradigm, pragmatic mindset of middle-down-up crowdsourcing and fragmented evaluation of efforts to evoke the innovative management of management innovation (IMMI). Further adjacent to the quest for driving renewed growth, a new governing dynamic is hinging upon the IMMI that forges a pattern for resiliency and sustainability. Managers capitalise on the epistemic IMMI to regain competitive advantage while enduring endogenous fiefdoms and exogenous disruptions. They catalyse information semantically, harness collective capability effectively, stage prolifically faster MI experimentations and accelerate the cycle of MI more pervasively. I henceforth propose a unified managerial process, dubbed the "Cloverleaf 4S Model" (Strategise—Synchronise—Steward—Sustain). Implicit in this approach, managers believe that their finely-tailored practices epitomise an evolutionary process of deliberate selection in the pursuit for distinctive MI capabilities and expanding authority dynamics in the managership. This allows for self-adaptive mechanisms shifting from silos to swarming as well as the indigenous aspects of IMMI practices—exaptation, cognitive flexibility, speed to adaptation and executional excellence. The implication of this study presents heuristical insights to managers in galvanising perennial innovation and unlocking their IMMI to build an agile, intelligent enterprise.

In this thesis we are presenting a design-based research aimed to extend an existing mobile-based environment named “Treasure-HIT”. “Treasure-HIT” is an environment which uses the available mobile technology to enable teachers to conduct pedagogical “Treasure Hunt” games for their students. At baseline (January 2013), “Treasure-HIT” was at its early stages and has not yet been officially released; only a few teachers were granted access to it. The goal of this thesis was to test the system with teachres in order to understand the actual needs to detect difficulties and usabily limitations and to improve the system accordingy.The sudy was conducted as a design-based research that included three iterations. Within each iteration we have identified needs expressed by teachers and improved the relevant system features. The outcome of this thesis was the design, development and implementation of 7 different features that increased the usability of the “Treasure-HIT” environment and its potential to effectievy support the creation and enactment of pedagogical location based activities.

This mixed methods case study describes an innovative two-semester middle school environmental learning course that departs from traditional Mexican expository pedagogy through the incorporation of experiential and service learning. This research takes place in a small middle school in Pescadero, Baja California Sur, Mexico. The research approach utilized in the study adds to the handful of studies in this cross-disciplinary field by employing quantitative methodologies to measure course outcomes on student environmental knowledge, perceptions, and actions, while simultaneously qualitatively describing the behavioral, educational, environmental, and social experiences of students. This research employs Dewey's theories of experience -- as well as those of more contemporary authenticity theorists -- in order to identify the philosophies that advocate incorporating experiential pedagogy within the curriculum. Implications for Mexican educational policy, practical pedagogical applications, and theory are discussed.

Full version of paper. Printed proceedings carried only the abstract.
The Nanyang Technological University (NTU) Library has been pioneering and initiating bibliographic instruction and information literacy programmes since the inception of the university as a technological institute back in 1981. The evolving academic and research landscape since then, coupled with technological advancements in the provision of information resources and services, has provided the impetus for NTU Library to develop a structured information literacy programme with the aim of enhancing studentsâ learning and research. The objectives of the programme developed are clearly stated and closely aligned to the universityâ s as well as the libraryâ s mission statements. This paper provides a historical perspective and traces the development of this programme over the years. A model of the programme as it is currently offered to students is presented. Discussion will focus on a number of aspects: information literacy standards consulted, identification of studentsâ learning outcomes, a spectrum of delivery mode and methodology, evolving and expanding content development, as well as, formative and summative feedback. The paper also looks at the enablers of the programme, which include librarians, library management, faculty members, schoolsâ administrative units, external instructors and trainers, and technology. The paper concludes with a look at the future of the libraryâ s information literacy programme beyond 2006 and will address crucial issues which impact upon the implementation and running of the programme across all schools in the university. Issues like profiling of students, matching programme type and delivery mode with these profiles, leveraging on emerging technologies as learning tools and integrating studentsâ assessments can be further researched. A deep insight and understanding of these issues will in return stimulate further the development by the library of a more innovative and creative information literacy programme for the university.

As a lecturer in the module Orthodontics in the study programme Bachelor of Oral Hygiene, the construct innovative facilitating of learning is the one I adopted as I embarked on a self-transformative journey. This dissertation focuses on the professional development of my practice and the self (me). The self-transformative journey taken was not taken independently but with my students who became my co-travellers and co-constructors engaging in a learning process. Engaging in a learning process meant journeying in the steps of the Action Research cycle(s) and being especially observant of Herrmann’s Whole-Brain® thinking theory and other learning theories such as constructivist learning, cooperative learning, self-regulated learning and the like.
Dissertation (MEd)--University of Pretoria 2020.
pt2021
Humanities Education
MEd
Unrestricted

The purpose of this qualitative phenomenological study was to identify and examine the technology-based instructional strategies and digital tools being used by teachers in grades 3-5 that engage children in problem-solving learning opportunities. The study included 11 purposely sampled participants from a school district in East Tennessee who responded to questions during a Zoom interview. Seven of the participants submitted artifacts to provide examples of how they have incorporated technology and problem solving in their classrooms. Participants provided information about the digital tools and technology-based instructional strategies they have used to enrich problem solving in their classrooms. Participants in the study communicated using group work as a primary instructional strategy when integrating technology to enrich problem solving. The participants discussed student engagement, creativity, real-world connections, and technology exposure for students when sharing their perceptions about how digital tools can enhance problem solving. When explaining how technology integration has adapted their curriculum, they shared how they use technology to provide quick feedback and differentiation. The researcher used Magana’s (2017) T3 Framework to code each example of technology as a translational, transformational, or transcendent use of technology and shared some examples of each.

Frente a las limitaciones de la ciencia convencional para abordar la complejidad y los retos del cambio socio-ambiental global, la ciencia de la sostenibilidad emerge como un enfoque científico estratégico. Desde este enfoque, se enfatiza la necesidad de conectar múltiples fuentes de conocimiento con la correspondiente acción en contextos específicos, para facilitar interacciones y transiciones hacia la sostenibilidad. Por su potencial transformador y de aprendizaje, la ciencia de la sostenibilidad ofrece oportunidades metodológicas para la generación de conocimiento práctico, la incorporación de múltiples perspectivas, también desde fuera de la academia, y la integración de distintos valores e intereses políticos. En este contexto, la presente tesis doctoral aporta una recopilación de tres artículos científicos que tratan el desarrollo de nuevas metodologías participativas que integran el arte, y más específicamente, el teatro participativo, para generar espacios abiertos de diálogo y aprendizaje en contextos específicos de acción relacionados con la sostenibilidad. El arte ha sido ampliamente reconocido por su capacidad de transformar la consciencia humana a través del refinamiento de los sentidos, la expansión de la imaginación colectiva y el establecimiento de conexiones significativas y emocionales entre las personas y su entorno. En el actual contexto de necesidad de herramientas y metodologías integradoras que aborden la complejidad del socio-ecosistema, el arte aporta un medio de exploración minucioso, capaz de combinar múltiples lenguajes y de conectarnos con nuestro pensamiento intuitivo y con formas de conocimiento emocional y vivencial. Teniendo estas premisas en cuenta, el primer artículo revisa y evalúa el potencial de métodos innovadores de aprendizaje para la sostenibilidad que integran el teatro participativo. La revisión incluye diversas experiencias en el mundo académico y en el campo de la sostenibilidad e introduce la noción de métodos performativos, identificando cinco funciones potenciales asociadas a los mismos. De esta manera, se proporciona un marco para valorar hasta qué punto estas nuevas propuestas participativas basadas en el teatro pueden ser de relevancia para el aprendizaje y la ciencia de la sostenibilidad. El segundo artículo aterriza la discusión y explora el uso del teatro como método participativo en el contexto de la gestión comunitaria de recursos naturales, mediante una experiencia empírica en una comunidad indígena en Michoacán, México. Para ello, se creó una obra teatral interactiva con el objetivo de llevar al diálogo comunitario las perspectivas de los jóvenes sobre la gestión comunitaria del bosque y abrir espacios no convencionales de interacción social, diálogo empático y estético, y reconocimiento de la diversidad. Finalmente, el tercer artículo amplía la discusión al ilustrar una aplicación específica de estos métodos performativos en el contexto de la construcción de escenarios de futuro dentro de programas educativos. Tal aplicación práctica exploró el potencial y las limitaciones de un ejercicio prospectivo teatral –escenarios performativos- orientado a apoyar un proceso de aprendizaje con jóvenes en la Reserva de la Biosfera de la Sepultura, Chiapas, México. En su conjunto, los tres artículos aportan reflexiones teóricas y empíricas de actualidad sobre el campo emergente de la investigación basada en las artes, y su aplicación dentro de la ciencia, práctica y aprendizaje de la sostenibilidad. Al facilitar un marco teórico para contextualizar y evaluar el potencial de los métodos performativos y ofrecer experiencias concretas de uso práctico de los mismos, esta tesis confirma la idoneidad de las prácticas basadas en el arte, y en particular, del teatro participativo, para contribuir de forma transformadora al aprendizaje y ciencia de la sostenibilidad.
In face of the challenges posed by global socio-environmental change, participatory sustainability science emerges as a strategic scientific approach linking multiple sources of knowledge with action in specific contexts to foster transitions towards sustainability. Its transformative and learning potential provides methodological opportunities for the generation of actionable knowledge, the incorporation of multiple perspectives, also from outside academia, and the integration of different values and political interests. Within this context, this doctoral dissertation presents a compilation of three research articles that address the development of novel participatory methods integrating the Arts, and more specifically, participatory theatre, to facilitate engaging, open and creative learning spaces in specific contexts of sustainability action. The Arts are well-known for their potential to transform people’s consciousness by refining the senses, expanding collective imagination and establishing meaningful and emotional connections between people and their environment. Faced with the necessity of integrative tools and methods to deal with social-ecological systems’ complexity, the Arts can provide insightful explorative means and combine different system’s languages, connecting us to intuitive thinking and emotional and experiential insight. With these assumptions in mind, the first article reviews and assesses the potential of innovative theatre-based participatory tools and methods aimed at supporting sustainability learning and agent transformations. Such review includes experiences applying theatre-based methodologies in the academic and sustainability fields and introduces the notion of performative methods as an integrative research and learning approach. Five potential functions of performative methods were identified and a general framework provided to assess to what extent these new approaches can be of relevance in participatory sustainability science and learning. The second article grounds the discussion and explores the use of drama as a participatory method in Community-based Natural Resource Management, through an empirical experience in an indigenous community in Michoacán, Mexico. An interactive theatrical play was created with the aim of introducing the views of young people on community forest management into community dialogue. By doing so, such action research helped open up non-conventional, aesthetically rich spaces for new ways of social interaction, diversity recognition and empathic dialogues. Finally, the third article expands the discussion by illustrating a concrete empirical application of performative methods in the field of futures thinking in education. Such research explored the potential and the limitations of a theatrical prospective exercise - performative scenarios, oriented towards supporting a learning process with young people in a Man and Biosphere Reserve in Chiapas, Mexico. Altogether, the papers in this dissertation provide both fresh theoretical reflections and empirical insights into the emerging field of Arts-based practices within sustainability science, learning and practice. By providing an analytical framework assessing the potential role of performative methods, and by giving concrete examples on how these methods can be used in practice, this dissertation has proven the suitability of such novel Arts-based practices, and in particular theatrical performance, to contribute in a transformative way, to the field of sustainability.

The aim of this thesis is to test more rigorously the hypothesis that suggests that hippocampal NMDA receptors are involved in that type of learning attributed to the hippocampus through the induction of LTP and to test its effect on reference and working memory. In the first experiment a range of concentrations (5mM, 13mM, 20mM, 30mM, 40mM) of D-2-Amino-Phosphonopentanoate (D-AP5) were chronically infused (icv) into rats, at a rate of 0.5μl a day for 14 days. Control animals consisted of either sham and unoperated rats, or rats infused with aCSF. During the 14 day experimental period rats were tested on a spatial reference task in the open field water maze for 6 days and then an attempt to evoke LTP in each rat was made. At the end of the experiment micro dialysed samples of extra cellular fluid were taken from the left hippocampus for 2 hours. Finally, tissue samples from 5 brain areas, including the right and left hippocampus were dissected out and the exact content of AP5 in the brain during the experimental period was measured using high performance liquid chromatography (HPLC). The animals were regrouped according to the whole tissue concentration of AP5 in the hippocampus. The results showed a dose dependent impairment of spatial reference memory that correlated with the dose dependent blockade of the induction of LTP. The amount of AP5 recovered from the extracellular fluid of the hippocampus was estimated to be compatible with binding studies showing percentage receptor occupancy and electrophysiological studies showing the amount of AP5 required to block LTP in the hippocampal slice. In the second experiment a single concentration known to impair spatial reference memory and block the induction of LTP (30mM D-AP5) was used to test animals' ability to learn a spatial working memory task in the open field water maze. AP5 caused no impairment in working memory when the delay between trials was short (30s). When the delay was extended to 2 hours or 5 hours however, animals infused with AP5 showed a significant impairment. Also at the 5 hour delay, control animals began to show a trend towards showing a slight impairment in the task. The results from this thesis suggest that the activation of the NMDA receptor is necessary for the processing of more permanent or long term information required in a spatial task but is not necessary for information required for only brief periods of time. The hypothesis that the physiological activity underlying learning is a form of plasticity similar to that seen with LTP is strengthened with empirical evidence that shows a correlated dose dependent impairment of spatial reference memory and blockade of LTP.

Biological motifs are defined as overly recurring sub-patterns in biological systems. Sequence motifs and network motifs are the examples of biological motifs. Due to the wide range of applications, many algorithms and computational tools have been developed for efficient search for biological motifs. Therefore, there are more computationally derived motifs than experimentally validated motifs, and how to validate the biological significance of the ‘candidate motifs’ becomes an important question. Some of sequence motifs are verified by their structural similarities or their functional roles in DNA or protein sequences, and stored in databases. However, biological role of network motifs is still invalidated and currently no databases exist for this purpose. In this thesis, we focus not only on the computational efficiency but also on the biological meanings of the motifs. We provide an efficient way to incorporate biological information with clustering analysis methods: For example, a sparse nonnegative matrix factorization (SNMF) method is used with Chou-Fasman parameters for the protein motif finding. Biological network motifs are searched by various clustering algorithms with Gene ontology (GO) information. Experimental results show that the algorithms perform better than existing algorithms by producing a larger number of high-quality of biological motifs. In addition, we apply biological network motifs for the discovery of essential proteins. Essential proteins are defined as a minimum set of proteins which are vital for development to a fertile adult and in a cellular life in an organism. We design a new centrality algorithm with biological network motifs, named MCGO, and score proteins in a protein-protein interaction (PPI) network to find essential proteins. MCGO is also combined with other centrality measures to predict essential proteins using machine learning techniques. We have three contributions to the study of biological motifs through this thesis; 1) Clustering analysis is efficiently used in this work and biological information is easily integrated with the analysis; 2) We focus more on the biological meanings of motifs by adding biological knowledge in the algorithms and by suggesting biologically related evaluation methods. 3) Biological network motifs are successfully applied to a practical application of prediction of essential proteins.

Dans le contexte du traitement du kératocône, une formulation contenant de la riboflavine, un principe actif hydrosoluble, deux tensio-actifs (le poloxamère 407 et la monooléine) et de l'eau a été préparée par un processus d'homogénéisation. Un plan factoriel fractionnaire a été utilisé pour estimer les effets principaux et les interactions de cinq paramètres sur deux réponses pertinentes, à savoir la taille des particules et l'efficacité d'encapsulation. Les cinq paramètres étudiés étaient la température des deux phases, la durée de l'émulsification, la présence du chauffage pendant l'homogénéisation, le nombre de cycles et la pression. Il a ainsi été montré que les paramètres les plus influents sont la présence du chauffage pendant l'homogénéisation et la pression qui ont conduit à l'obtention de nanoparticules d'une taille moyenne de 145 nm et une efficacité d'encapsulation moyenne de 46%. La détermination des paramètres optimaux du procédé de fabrication a conduit à l'optimisation de la formulation par le biais de plans d'expériences. L'influence combinée de trois composants a été étudiée dans une partie du diagramme de phase. Ainsi, douze formules décrivant l'espace de conception ont été préparées. Les résultats obtenus par diffraction des rayons X aux petits angles et par cryo-microscopie électronique en transmission ont mis en évidence la présence de nano-objets de structure éponge et/ou hexagonale inverse. Le pourcentage de chacun des composants a été déterminé pour obtenir à la fois une grande efficacité d'encapsulation et une petite taille de particules. Deux formulations très proches dans le diagramme de phase ternaire, ont répondu à ces exigences
In the context of the keratoconus treatment, a formulation containing riboflavin a water-soluble drug, two surfactants (poloxamer 407 and mono acyl glycerol) and water was optimized and prepared by emulsification and a homogenization process. A fractional factorial design was applied to estimate the main effects and interaction effects of five parameters on two relevant responses, namely particle size and encapsulation efficiency. The five parameters studied were the temperature of the two phases, the duration of emulsification, the presence of heating during homogenization, the number of passes and pressure. It has been shown that the most influent parameters are the presence of heating during the homogenization and the pressure that led to the production of nanoparticles with an average size of 145 nm and an average encapsulation efficiency of 46 %. The determination of the optimal parameters of the process led to an optimization of the formulation by using experimental design. The combined influence of three factor variables (or components) of the formulation that are water, monoolein and poloxamer 407 were, studied. In this way, twelve formulas describing the design space were prepared. Results obtained using SAXS and cryo-TEM evidenced the presence of nano-objects with either sponge or hexagonal inverted structure. In the zone of interest, the percentage of each component was determined to obtain both high encapsulation efficiency and small size of particles. Two formulations are very close in the ternary phase diagram, and have responded to these requirements

Dieser Beitrag beschreibt Anwendungsszenarien für Telearbeit und deren praktische Umsetzung in kleinen und mittelständischen Unternehmen (KMU). Ausgehend von der allgemeinen Betrachtung der verschiedenen Formen, Anwendungsfelder und Vor- und Nachteile von Telearbeit werden verschiedene alternative Implementationsvarianten vorgestellt und eine detaillierte Kostenanalyse speziell für KMU durchgeführt. Im Vorfeld des Projektes wurde anhand des konkreten Anwendungsszenarios von vernetzten Schreibdiensten mit „TeleScript“ eine Pilotlösung für zukünftige Telekooperations- und Mehrwertdienste geschaffen und in der Praxis in Zusammenarbeit mit dem Sächsischen Staatsministerium des Innern, der Teleconnect GmbH und Philips Diktiersysteme erprobt. Als konkretes Beispiel wird der Teleworking-Vermittlungsdienst TeleGrafiker vorgestellt, der in Zusammenarbeit mit einem Pilotanwender, dem Plötz Grafik-Atelier Dresden, entwickelt und getestet wurde. Die Ergebnisse dieser Arbeit basieren auf der Zusammenarbeit mit KMUs (Kleinen und Mittleren Unternehmen) aus Sachsen im Rahmen eines Landesinnovationskollegs, das vom Sächsischen Staatsministerium für Wissenschaft und Kunst gefördert wird.

¿Què fa que les persones siguin eficaces al treball? En les darreres dècades, comparacions entre l’assoliment superior i promig mostren que les persones amb major acompliment al treball són aquelles que manifesten competències comportamentals, les quals estan relacionades amb el comportament emocional i social. Amb la integració de teories de diferents camps, aquesta tesi contribueix a l’actual debat sobre competències comportamentals facilitant una millor comprensió dels seus antecedents, resultats i medicions. La demanda persistent el mercat de treball de professionals amb habilitats comportamentals més altes subratlla la necessitat d’aprofundir en la investigació i esbrinar, a part de la formació protocolar, què més pot ajudar al desenvolupament d’aquestes competències. A partir de la teoria d’aprenentatge experimental, el primer estudi, basat en una mostra d’estudiants licenciats, revela que una sèrie d’activitats extracurriculars pròpies de la vida real semblen predir diferents clústers de competències comportamentals. El segon estudi avalua l’impacte que les competències comportamentals tenen sobre la forma en que els estudiants licenciats encaren la seva carrera professional i com això afecta la seva ocupabilitat. El tercer estudi té com objectiu medir amb eficàcia competències comportamentals amb finalitats avaluatives i de desenvolupament personal. En aquest estudi es desenvolupa un instrument de mesura amb la intenció de posar al dia, ampliar i superar algunes limitacions pròpies de les escales existents. Basat en una revisió de la literatura i en investigacions empíriques addicionals, es proposa un nou i exhaustiu marc competencial, i es desenvolupen i validen les corresponents escales de mesura. Aquesta investigació ofereix un novedós model de mesura per competències comportamentals i mostra la importància del seu desenvolupament ja a una edat primerenca de la vida per tal que ajudi als estudiants a aventurar-se amb èxit al mercat laboral
¿Qué hace que las personas sean eficaces en el trabajo? En las ultimas décadas, comparaciones entre el desempeño superior y el promedio muestran que las personas con mayor desempeño en el trabajo son aquellas que manifiestan competencias comportamentales, las cuales estan relacionadas con el comportamiento emocional y social. Con la integración de teorías de diferentes campos, esta tesis contribuye al actual debate sobre competencias comportamentales facilitando una mejor comprensión de sus antecedentes, resultados y mediciones. La demanda persistente en el mercado de trabajo de profesionales con habilidades comportamentales más altas subraya la necesidad de profundizar en la investigación y averiguar, a parte de la formación protocolar, qué más puede ayudar al desarrollo de dichas competencias. A partir de la teoria de aprendizaje experimental, el primer estudio, basado en una muestra de estudiantes licenciados, revela que una serie de actividades extracurriculates propias de la vida real parecen predecir diferentes clústers de competencias comporamentales. El segundo estudio evalua el impacto que las comptencias comportamentales tienen sobre la forma en que los estudiantes licenciados encaran su carrera profesional y como ello afecta a su empleabilidad. El tercer estudio tiene como objecto medir con eficacia competencias comportamentales con finalidades evaluativas y de desarrollo personal. En dicho estudio se desarrolla un instrumento de medida con la intención de poner al día, ampliar y superar algunas limitaciones propias de las escalas existentes. Basado en una revisión de la literatura y investigaciones empíricas adicionales, se propone un nuevo y exhaustivo marco competencial, y se desarrollan y validan las correspondientes escalas de medida. Dicha investigación ofrece un novedoso modelo de medida para competencias comportamentales y muestra la importancia de su desarrollo ya a una edad temprana de la vida con tal de ayudar a los estudientes a aventurarse con éxito al mercado laboral.
What makes people effective at work? In recent decades systematic comparisons between best and average performers showed that people who perform best in their job are the ones who manifest behavioral competencies, which are the ones related to emotional and social behaviors. Through the integration of theories from different fields, this thesis contributes to the current debate on behavioral competencies by providing a better understanding of their antecedents, outcomes and measurement. The persistent demand in the job market for professionals with higher behavioral competencies, underlines the need for further research to understand, besides formal training, what else may enhance behavioral competencies. Drawing on experiential learning theory, the first study, based on a sample of graduates, reveals that a range of real life extracurricular activities seem to predict different clusters of behavioral competencies. The second study assesses the impact of behavioral competencies on the way graduates approach their career and the effect that this approach has on employability. Results indicate that behavioral competencies are critical not only for professionals to succeed in their careers, but also for students to better orient themselves in the career path and increase their employability. The third study aims at effectively measure behavioral competencies for both developmental and evaluation purposes. It develops a measurement instrument intended to update, enlarge and overcome the limits of existing scales. Based on literature review and additional empirical investigation, a new comprehensive competency framework is proposed and the related scales are developed and validated. This body of research offers an innovative measurement model for behavioral competencies and shows the importance of their development at an early stage in life to successfully guide students in their venture into the job market.
Cosa rende le persone efficaci nel loro lavoro? Negli ultimi anni una comparazione sistematica tra i performer migliori e quelli nella media ha evidenziato che le persone con le migliori prestazioni sono quelle che dimostrano competenze trasversali, ovvero competenze legate a comportamenti di comprensione e gestione di emozioni e relazioni. Attraverso l’integrazione di teorie provenienti da diversi ambiti scientifici, questa tesi contribuisce all’attuale dibattito sulle competenze trasversali attraverso l’approfondimento di fattori che facilitano lo sviluppo di queste competenze, una miglior comprensione dei loro effetti e delle loro modalità di misurazione. La persistente discrepanza in termini di competenze trasversali tra domanda e offerta nel mondo del lavoro sottolinea la necessità di indagare maggiormente i fattori che possono contribuire allo sviluppo di queste competenze. Basandosi sulla teoria dell’apprendimento esperienziale, il primo studio condotto su un campione di studenti universitari, fa luce sull’impatto di una serie di attività extracurriculari su diverse tipologie di competenze trasversali. Il secondo studio valuta l’influenza delle competenze trasversali sul modo in cui i neolaureati orientano la propria carriera e le relative conseguenze in termini di employability. I risultati ottenuti indicano che le competenze trasversali risultano critiche non solo per il successo nella carriera di professionisti, come precedentemente enfatizzato dalla letteratura, ma anche per un efficace orientamento alla carriera degli studenti e una conseguente maggiore occupabilità. Il terzo studio propone un efficace strumento di misurazione delle competenze trasversali, volto ad aggiornare, ampliare e a superare i limiti dei modelli esistenti. Basandosi sull’analisi della letteratura e su un’addizionale ricerca empirica, lo studio propone un nuovo modello di competenze trasversali e presenta lo sviluppo e la validazione delle relative scale. Questa ricerca fornisce un modello innovativo di misurazione delle competenze trasversali e mostra l’importanza del loro sviluppo sin dalle prime fasi per guidare con successo gli studenti verso la loro avventura nel mondo del lavoro.

With the vast amount of information in various formats that is produced today it becomes necessary for consumers ofthis information to be able to judge if it is relevant for them. One way to enable that is to provide information abouteach piece of information, i.e. provide metadata. When metadata is to be edited by a human being, a metadata editorneeds to be provided. This thesis describes the design and practical use of a configuration mechanism for metadataeditors called annotation profiles, that is intended to enable a flexible metadata editing environment. An annotationprofile is an instance of an Annotation Profile Model (APM), which is an information model that can gatherinformation from many sources. This model has been developed by the author together with colleagues at the RoyalInstitute of Technology and Uppsala University in Sweden. It is designed so that an annotation profile can holdenough information for an application to generate a customized metadata editor from it. The APM works withmetadata expressed in a format called RDF (Resource Description Framwork), which forms the technical basis for theSemantic Web. It also works with metadata that is expressed using a model similar to RDF. The RDF model providesa simple way of combining metadata standards and this makes it possible for the resulting metadata editor to combinedifferent metadata standards into one metadata description. Resources that are meant to be used in a learning situationcan be of various media types (audio- or video-files, documents, etc.), which gives rise to a situation where differentmetadata standards have to be used in combination. Such a resource would typically contain educational metadatafrom one standard, but for each media type a different metadata standard might be used for the technical description.To combine all the metadata into a single metadata record is desirable and made possible when using RDF. The focusin this thesis is on metadata for resources that can be used in such learning contexts.One of the major advantages of using annotation profiles is that they enable change of metadata editor without havingto modify the code of an application. In contrast, the annotation profile is updated to fit the required changes. In thisway, the programmer of an application can avoid the responsibility of deciding which metadata that can be edited aswell as the structure of it. Instead, such decisions can be left to the metadata specialist that creates the annotationprofiles to be used.The Annotation Profile Model can be divided into two models, the Graph Pattern Model that holds information onwhat parts of the metadata that can be edited, and the Form Template Model that provides information about how thedifferent parts of the metadata editor should be structured. An instance of the Graph Pattern Model is called a graphpattern, and it defines which parts of the metadata that the annotation profile will be editable. The author hasdeveloped an approach to how this information can be used when the RDF metadata to edit is stored on a remotesystem, e.g. a system that can only be accessed over a network. In such cases the graph pattern cannot be useddirectly, even though it defines the structures that can be affected in the editing process. The method developeddescribes how the specific parts of metadata are extracted for editing and updating when the metadata author hasfinished editing.A situation where annotation profiles have proven valuable is presented in chapter 6. Here the author have taken partin developing a portfolio system for learning resources in the area of blood diseases, hematology. A set of annotationprofiles was developed in order to adapt the portfolio system for this particular community. The annotation profilesmade use of an existing curriculum for hematology that provides a competence profile of this field. The annotationprofile makes use this curriculum in two ways:1. As a part of the personal profile for each user, i.e. metadata about a person. Through the editor, created from anannotation profile, the user can express his/her skill/knowledge/competence in the field of hematology.2. The metadata can associate a learning resource can with certain parts of the competence description, thusexpressing that the learning resource deals with a specific part of the competence profile. This provides a mechanismfor matching learning need with available learning resources.As the field of hematology is evolving, the competence profile will need to be updated. Because of the use ofannotation profiles, the metadata editors in question can be updated simply by changing the corresponding annotationprofiles. This is an example of the benefits of annotation profiles within an installed application. Annotation Profilescan also be used for applications that aim to support different metadata expressions, since the set of metadata editorscan be easily changed.The system of portfolios mentioned above provides this flexibility in metadata expression, and it has successfullybeen configured to work with resources from other domain areas, notably organic farming, by using another set ofannotation profiles. Hence, to use annotation profiles has proven useful in these settings due to the flexibility that theAnnotation Profile Model enables. Plans for the future include developing an editor for annotation profiles in order toprovide a simple way to create such profiles.
QC 20110426

Growing pressure is being placed upon educational institutions as students, employers and governments look at the economic, demographic and technological environments of the present, expecting them to have the answers for the future. Many institutions are turning to information and communication technology (ICT) for some of these answers. The focus of this study is two fold - the use of ICT in teaching and learning by teaching staff within an Australian tertiary institution (Curtin University of Technology) and the mechanisms the University has established in order to realign themselves with the information age. At certain stages these two coincide to provide an insight into the organisational culture and teaching environment of one Australian University. The key research questions that guided this study are as follows: How are Curtin University teaching staff utilising ICT in their teaching and learning?; What is the relationship between the ICT behaviour of a University's teaching staff and the strategies used to implement the University's ICT strategic planning initiatives?; What is an appropriate model for future implementation of ICT into teaching and learning at an Australian university? A combination of qualitative (interview and case study techniques) and quantitative (survey and Likert-type instruments) methods was employed. Overall, this study can be described as longitudinal in nature, relying upon such tools as observation, interviews and survey instruments, to collect data at appropriate points in time from the various samples. Since it has already been acknowledged that such change takes time, the study focused specifically on those changes which occurred during the two academic years (1999-2000) at Curtin University of Technology.
It appears that the critical mass stage for integrating ICT into teaching and learning has been reached by the teaching staff involved in the Curtin survey sample. The most common teaching mode adopted by the survey sample is the traditional lecture and tutorial (workshop or laboratory) mode. However, the data revealed that over the 16 month period of the study there was a large increase in the use of Web-based material for teaching and learning. The data revealed that a number of factors emerged which affected the adoption of ICT. These factors included: leadership across the university, attitude toward the use of ICT; the perceived benefits of adopting ICT in teaching and learning; incentives, modeling mechanisms, the provision of adequate support structures; the time factor; training; facilities and resources. The reflective monitoring system utilised in this study (the TracIT reports) revealed the changes in ICT behaviour and the changes in the ICT environment, as well as the source of initiation of the change. It appears that most of the 'real changes' which occurred in the teaching practice of the case study sample were individually driven, with some others being influenced by their own Department/School or by student pressure. The study also found that the adoption of ICT into the working environment of a university teacher significantly increases the workload of individual staff. The existence of transformational leadership across all levels of the University was identified as a major factor in the promotion and adoption of ICT and ultimately the development of a truly professional learning community.
From the extensive data collected in this longitudinal study an empirical model or framework, the "Curtin University Professional Learning Community Model", was introduced. Many of the teaching staff at Curtin University involved in this particular study have clearly demonstrated their commitment to the adoption of ICT for teaching and learning. The detailed case study data has also revealed that many of the teaching staff possess professional attributes which would be admired and valued in any university. Universities are facing the challenge of identifying what role ICT will play in the future of higher education and how to implement the appropriate strategies which will meet these needs. This study has found that the key to meeting the challenge seems to be to harness strategies that lead to the development of a professional learning community. The Curtin University Professional Learning Community Model has identified the key elements which need to be in place if the use of ICT for teaching and learning is to be not only adopted, but sustained and more importantly, effective in the teaching and learning process. This study has clearly revealed that it is only through the synergy of university commitment and individual commitment that real change can actually take place, the change in this case being the adoption of ICT in teaching and learning practices. The strategies suggested by the empirically derived model can begin this journey to a truly professional learning community.

Cette recherche porte sur un dispositif d'enseignement d'une langue étrangère innovant au Vietnam, de type EMILE (Enseignement d'une matière intégrée à une langue étrangère) et promu par Le Ministère de l'éducation et de la formation en 2008. IL s'agit d'une recherche exploratoire et qualitative visant à extraire les représentations d'élèves de 1ère et 2ème année au lycée. Un premier questionnaire administré au début de la mise en œuvre de l'EMILE porte sur leurs perceptions/motivations au sujet de l'anglais en général, les cours d'anglais et les cours de type EMILE. Un deuxième questionnaire a été administré après une année et demi de pratique de l'EMILE. Parallèlement, les enseignants de spécialité qui participaient au dispositif EMILE, ont été interviewés. Le traitement des données a permis de confronter les perceptions des élèves et des enseignants à propos du dispositif innovant et d'en identifier les qualités et les défauts. Les résultats soulignent le décalage qui existe entre la perception des potentialités du dispositif et les nombreux obstacles concrets qui entravent leurs réalisations
The present research examines Content and Language Integrated Learning (CLIL), an innovative language learning system in Vietnam launched by the Vietnamese Ministry of Education and Training in 2008. This exploratory, qualitative investigation was first centred on the perceptions of high school students, obtained through two questionnaires. The first one was administered at the outset of the CLIL implementation, with a view to identifying their perceptions about and motivations for English in general, English as a Foreign Language and CLIL. A second questionnaire was administered after a year and a half of CLIL practice to evaluate potential motivational changes. At the same time, the content teachers of the project who taught their speciality in English were interviewed. Data processing made it possible to cross-check students' and teachers' perceptions of CLIL, its assets and its drawbacks. The results point out the discrepancy which exists between the perceived didactic potentialities of CLIL and the many concrete impediments that hamper their full realization. In the wake of this survey, some recommendations are made to improve CLIL implementation in Vietnam, particularly with regard to the content teachers' training in the foreign language