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1
Raab, John A. "CATSY, computer aided teaching system : construction and implementation." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/415659.
Full textAbstract:
Computer Aided Teaching System (CATSY) is an interactive menu driven system that provides an instructor/presenter with an efficient teaching tool using microcomputer technology and a large screen projection system to enhance lecture presentations. Included in this thesis are descriptions of supporting graphics software and the computer peripherals used in the development of CATSY.The development of data structures used in CATSY is stressed in this thesis, along with their application to manipulate graphics and text. This thesis is intended to support and complement the masters thesis presented by Mr. Vincent Pedraza, which presents the system overview and system applications.
2
Bagshaw, Paul Christopher. "Automatic prosodic analysis for computer aided pronunciation teaching." Thesis, University of Edinburgh, 1994. http://hdl.handle.net/1842/10694.
Full textAbstract:
Correct pronunciation of spoken language requires the appropriate modulation of acoustic characteristics of speech to convey linguistic information at a suprasegmental level. Such prosodic modulation is a key aspect of spoken language and is an important component of foreign language learning, for purposes of both comprehension and intelligibility. Computer aided pronunciation teaching involves automatic analysis of the speech of a non-native talker in order to provide a diagnosis of the learner's performance in comparison with the speech of a native talker. This thesis describes research undertaken to automatically analyse the prosodic aspects of speech for computer aided pronunciation teaching. It is necessary to describe the suprasegmental composition of a learner's speech in order to characterise significant deviations from a native-like prosody, and to offer some kind of corrective diagnosis. Phonological theories of prosody aim to describe the suprasegmental composition of speech for a specific language. It is argued here that the suprasegmental composition of the speech of a non-native talker can be highly influenced by mother-tongue interference thereby rendering a language-specific phonological representation of prosody inappropriate. Moreover, languages vary in the way acoustic characteristics of speech are modified to manifest prosodic aspects of speech and the only secure means available to describe prosody for foreign language teaching therefore lies at an acoustic-phonetic representation. The automatic prosodic analysis of speech presented in this thesis aims to provide such an acoustic-phonetic representation. The prosodic aspects of speech are described in a syllabic domain which is synchronised with a phonetic segmentation. An algorithm is presented which groups acoustic-phonetic segments into syllabic units.
3
Steinman-Veres, Marla. "Computer-aided instruction and simulations." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63891.
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Winitwatjana, Winit. "A computer aided learning program for pharmaceutical care teaching." Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265079.
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5
Pedraza, Vincent. "CATSY, computer aided teaching system : system overview, graphics and applications." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/416441.
Full textAbstract:
Computer Aided Teaching System (CATSY) is an interactive graphics system, utilizing current microcomputer technology, along with a graphics tablet and a large screen projection system to enhance lecture presentations. Included in this thesis are descriptions of the supporting graphics software (POLY-ReGIS) and the computer peripherals used in the development of CATSY.The development of interactive graphics is stressed in this thesis. Applications of these graphics to CATSY are presented and an introduction to the data structures used in this system is also given. This thesis is intended to support and complement the masters thesis presented by Mr. John Raab, which deals primarily with the system implementation, data structures and the text editor used in CATSY.
6
Durling, David. "Teaching with style : computer aided instruction, personality and design education." Thesis, Open University, 1996. http://oro.open.ac.uk/57627/.
Full textAbstract:
The investigation reported in this thesis concerns the possibility of automatically matching the learning styles of design students with appropriate styles of computer aided instruction (CAl). Individual adult learners exhibit preferences for the way information is presented and for the ways in which they are taught. These preferences arise from characteristics known as cognitive styles which are associated with personality. Cognitive dissonance occurs when there is a mismatch between styles of teaching and styles of learning. Under these conditions some students will be discouraged. A survey of students on typical design courses showed them to have particular learning preferences. In this respect they are differentiated from tutors who may prefer to teach in a different style. CAl systems also exhibit styles. These are manifest in features such as the computer's control of learning interactions and the form of information which the system delivers. Computer-based training has often been of a sequential, drill-andpractice kind which encourages rote learning. This style has met with limited success, and it is shown to be unsuitable for most design students. The Myers-Briggs Type Indicator (MBTI) is used to classify the psychological types of design students. Evidence of learning preferences from the MBTI and from related sources is given. From a theoretical description of learning episodes, a computer-based model is developed that provides CAl treatments matched to sixteen learning styles. It is concluded that CAl-based teaching of technological information to design students can be more optimally matched. The principles established have wider implications for communications between designers and others.
7
Kallel, Maher. "A computer-aided tool for case study teaching and analysis." Thesis, Massachusetts Institute of Technology, 1989. http://hdl.handle.net/1721.1/61056.
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Sapiyan, Mohammad. "Computer-based support for the development of schematic knowledge of mechanics." Thesis, Keele University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320250.
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Yeung, Kai-hing Lionel, and 楊啓興. "The changing curriculum: from manual draftingto computer aided design (CAD)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960571.
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Fuglestad, Anne Berit. "Computers and the understanding of mathematics : a study of teaching decimal numbers." Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339608.
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Rader, G. Alan. "Using the computer as a design tool : teaching the use of the computer as a design tool for three-dimensional designers." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/935924.
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With the advent of the computer, the world of design has been revolutionized. Many artists and designers have started to look to the computer to aid in their design processes. By using the computer, designers have been able to achieve a higher level of precision and design resolution. This project examines the processes involved in teaching the computer as a design tool to art students and faculty. By drawing on five years of computer application experience, the author has created and executed a plan for helping designers learn the advantages of incorporating the computer as a part of their design processes. This project deals with the difficulties of teaching designers the visualization and computer skills necessary for using the computer as a design tool. The project focuses upon two groups of students. The first group was comprised of advanced metals students learning MacintoshApplications. The second group was comprised of advance metals students working on Microstation, a CAD software application.<br>Department of Art
12
Parker, Stephen Frederick. "The use of computers in product design : a survey of current teaching and practice." Thesis, Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/21689.
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Cournoyer, Richard John. "The Application of Parametric Software into the Undergraduate Computer-Aided Manufacturing Environment." Digital WPI, 1999. https://digitalcommons.wpi.edu/etd-theses/1078.
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"This thesis presents an in depth study of Pro/Engineer's manufacturing module and its application into the Computer-Aided Manufacturing (CAM) undergraduate education environment. Mechanical Engineering has a lot to gain by incorporating computers into the undergraduate curriculum in comparison to only the traditional classroom surroundings. Today, complex problems can be solved in mere seconds thanks to the power and speed of current computers. Likewise within today's manufacturing sector, numerical controlled (NC) machines are no longer programmed manually. In today's globally competitive manufacturing environment, integrated systems such as CAD/CAM help reduce the ever-shrinking time to market. This thesis contains the background as well as the curriculum material necessary to teach undergraduate students CAM using Pro/Engineer's manufacturing module. The curriculum material starts with the tutorials to teach and reinforce Pro/Engineer basic sketcher skills, which are necessary background information. Followed with in-depth click tutorials to teach the manufacturing module for 2 axes turning, and 3 axes hole drilling and milling. It also includes the necessary lab manuals that reinforce the class lecture material, an electronic manufacturing exam, and the students' evaluations from 2 terms when the CAM course (ME3820) was offered."
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Bochniak, Joseph Scott. "The Effectiveness of Computer-Aided Instruction on Math Fact Fluency." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/29.
Full textAbstract:
Sixth grade students at a Mid-Atlantic, urban, PreK-8 public school have shown weak mathematical performance. In accordance with the No Child Left Behind (NCLB) Act of 2001, the local district has implemented numerous policy changes to improve performance, but no substantial improvements in test scores have been seen so far. This project study focused on the development of automaticity and fluency of math facts to address this problem. The theoretical framework of the study was based on Haring and Eaton's instructional competency hierarchy framework, which claims that students who master basic mathematics skills are better able to progress to more general and abstract skills. A modified, quasi-experimental, nonequivalent control-group design was used with 2 groups of 20 sixth grade students who were neither randomly selected nor assigned to either group. Data analysis using one-way analysis of variance revealed that computer aided instruction--specifically, Fluency and Automaticity through Systematic Teaching and Technology (FASTT) Math--was more effective than the other classroom's mathematics instruction in developing multiplication fluency. In response, a curriculum policy recommendation was drafted as a project and will be presented to the board of education to conduct additional evaluations of FASTT Math as a supplemental tool in third through eighth grades in the district. This project is expected to contribute to social change by improving mathematics achievement which will create a mathematically literate cadre of students to meet the needs of 21st century employers, thus improving the quality of life in the broader community.
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Mustaffa, Mohd N. "An alternative user interface for an expanded version of the Computer Aided Teaching System (CATSY)." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/459232.
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A new version of a Computer Aided Teaching System, CATSY-3, was created in order to allow greater flexibility and efficiency than older versions of CATSY. In the implementation of CATSY-3, the menu was transferred from the screen to the data tablet. In the process, the control structure of CATSY was rewritten to allow complete freedom of movement from one menu option to any another.A keyboard input feature (KEYIN) is also included in CATSY-3 in order to allow a more rapid mode of menu selection and to allow the option of precision coordinate input. Additional menu options are included in CATSY-3, namely, COPY, MOVE, REFRESH_OBJECT, interactive COLOR change, automatic set-up for input devices, among others.The history and description of various electronic chalkboard` implementations are also presented in this thesis.
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Van, Zyl Kevin Clive. "The development and testing of a computer aided instructional resource for the teaching of physical science." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16077.
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Thesis (PhD)--University of Stellenbosch, 2004.<br>ENGLISH ABSTRACT: This study set out to develop and test a Computer Aided Instructional Resource for
Physical Science in Grades 11 and 12. The software was tested in the context of
Newtonian Mechanics. This study differed from most other studies in that it did not
develop or test tutoring-type software that the learner uses on a one to one basis in a
computer laboratory. It did, however, test and develop software to be used by the teacher
in the classroom while teaching.
A theoretical framework is presented, built on experience-based as well as literature-based
theory. In this framework, the effects of computer interventions on the teaching and
learning situation as reported in the literature are viewed within the South African context.
In the light of what is reported in the literature, the education authorities’ attempts to
disseminate the curriculum with the use of technology, are questioned. Reasons for not
doing a quantitative assessment of learner understanding of concepts are presented with
reference to criticism in the literature against such assessments. The dissertation reports
on the type of questions that need to be asked according to the literature. This discussion
then leads to research questions that describe a process for the developing and testing of
a resource that could assist teachers in teaching Physical Science.
Developmental methods as well as ways of assessing had to be researched to determine
the best way in which such a resource could be developed and tested. During this
research it was found that the implementation of Information and Communication
Technology (ICT) to deliver the curriculum had focused more on the development of
tutoring type software and it seemed that the use of computers for actual classroom
instruction did not receive as much attention. It was however possible to identify
developmental and assessment principles that were common to research that had been
done and the project that is reported in this dissertation.
The Computer Aided Instructional Resource (CAIR) was developed by the researcher in
the form of a presentations package that the teacher could use in the classroom while
teaching. It was tested in a Prototyping Stage in the researcher’s classroom before being
tested in eight project schools during the Piloting Stage. This was done by connecting
personal computers up to 74cm televisions and then displaying the CAIR on the TV whileteaching. This was made possible by TRAC South Africa that funded the project. It also
provided an opportunity to assess the use of the TRAC system in the same schools.
After assessment criteria had been identified, assessment instruments were developed to
assess the project in different ways. There were questionnaires for each stage to be
completed by learners and teachers as well as an observation instrument that was used by
the researcher during classroom visits. These assessment instruments made it possible to
assess the CAIR with respect to didactical, visual and technical considerations.
Results of the empirical study are presented under the assessment criteria that had been
identified and are discussed with reference to the original research questions.
The results of the assessment were very positive for both the CAIR and TRAC systems.
The study has however tried to focus on the negative rather than positive outcomes to
present as unbiased a picture as possible of the assessment results. It was also
necessary to focus on the negative to determine how and where the CAIR could be
improved and, to make recommendations regarding the implementation of the TRAC
system.
Recommendations are also made for immediate action and further investigations.<br>AFRIKAANSE OPSOMMING: Hierdie studie het gepoog om a rekenaar gesteunde onderrighulpmiddel te ontwikkel en te
toets. Die sagteware is ontwikkel en getoets in die konteks van die onderrig van
meganika. Die studie verskil van die meeste ander studies daarin dat die sagteware nie
ontwikkel is vir die gebruik van leerders in ’n een-tot-een situasie in ’n rekenaar
laboratorium nie. Die sagteware is eerder ontwikkel om deur die onderwyser gebruik te
word terwyl onderrig in die klaskamer plaasvind.
‘n Teoretiese raamwerk wat op ondervinding en literatuurnavorsing gebou is, word
aangebied. In hierdie raamwerk word die effek wat rekenaarintervensies op die onderrigleer
situasie het, soos in die literatuur vermeld, binne die Suid Afrikaanse konteks geplaas.
Die opvoedkundige owerhede se pogings om die kurrikulum te versprei met behulp van
tegnologie, word bevraagteken na aanleiding van inligting wat in die literatuur verkry is.
Redes waarom ‘n kwantitatiewe evaluering van leerderbegrip van konsepte nie gedoen is
nie, word aangebied met verwysing na kritiek teen sulke evaluerings vanuit die literatuur.
Vrae wat volgens die literatuur wel gevra moet word, word gerapporteer. Hierdie
bespreking lei na die navorsingsvrae wat ‘n proses beskryf vir die ontwikkeling en toetsing
van ‘n hulpmiddel wat onderwysers van nut kan wees in die onderrig van Natuur en
Skeikunde.
Ontwikkelingsmetodes sowel as kwalitatiewe evaluering is nagevors om die beste
metodes vir ontwikkeling en toetsing te bepaal. Daar is gevind dat die implementering van
Inligting en Kommunikasie Tegnologie om die kurrikulum oor te dra, meer op tutorial-tipe
sagteware gefokus het. Die gebruik van rekenaars vir klaskamerinstruksie het nie soveel
aandag in die literatuur geniet nie. Dit was egter moontlik om beginsels vir ontwikkeling
en toetsing te identifiseer wat in ander studies gebruik is en wat hier ook toegepas kon
word.
Die hulpmiddel is ontwikkel in die form van ’n aanbiedingspaket wat die onderwyser in die
klaskamer kan gebruik terwyl hy of sy onderrig gee. Die prototype is in die navorser se
klaskamer getoets voordat dit in agt projekskole in ’n loodsprogram getoets is. Dit is
gedoen deur ‘n persoonlike rekenaar in elke klaskamer aan ’n 74cm televisie te koppel.Dit is moontlik gemaak deur TRAC Suid-Afrika wat befondsing vir die projek verskaf het.
Dit het ook ’n geleentheid verskaf om ’n kwalitatiewe evaluering van die TRAC stelsel in
dieselfde skole te doen.
Nadat evalueringskriteria geïdentifiseer is, is meetinstrumente ontwikkel om die projek op
verskillende maniere te toets. Vraelyste moes in elke fase deur leerders en onderwysers
voltooi word. Daar was ook ’n instrument vir gebruik deur die navorser tydens klasbesoek.
Die hulpmiddel kon sodoende getoets word in terme van didaktiese, visuele en tegniese
aspekte.
Die resultate van die empiriese studie word aangebied onder die evalueringskriteria en
word bespreek met verwysing na die oorspronklike navorsingsvrae.
Die resultate was baie positief vir beide die onderrighulpmiddel en die TRAC stelsel. In die
studie is gepoog om resultate so neutral moontlik aan te bied deur eerder op die
negatiewe te konsentreer. Dit was egter ook nodig om op die negatiewe te konsentreer
om te bepaal hoe die hulpmiddel verbeter kon word en om aanbevelings ten opsigte van
die implementering van die TRAC stelsel te maak.
Aanbevelings is ook gemaak oor onmiddellike aksie wat geneem kan word, sowel as vir
moontlike verdere ondersoek.
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Kerr, Anne-Marie (Annie) Jane. "Computer aided learning within pre-clinical veterinary training : animal welfare assessment teaching prior to farm placement." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687285.
Full textAbstract:
Veterinary graduates require skills in animal observation. The aim Of this mixed methods study was to develop and validate a new educational resource which improved animal observation skills amongst pre-clinical veterinary students. A new Computer Aided Learning (CAL) resource provided pre-clinical extra mural students (PC EMS) with an opportunity to practise animal welfare assessment and had six sections; an on-line lecture, a quiz, animal observation videos, a decision -making section, "test yourself" video clips and a concept map. The CAL was informed by Kolb's cycle of experiential learning. Validation of the CAL involved a detailed, quantitative blind assessment of the content of farm reports submitted by all students post-placement. The assessment criteria for the categories were based upon the Bloom's Revised Taxonomy. CAL training prior to farm placement improved the ability of students to assess and report animal welfare as part of their pre-clinical extra mural experience. A qualitative focus group also reported finding the CAL easy to use. Three successive years of students demonstrated improved reporting of animal based measurements for each of the five freedoms following CAL training. Students were found to employ a combination of objective (quantitative) and subjective (qualitative) measures when assessing animal welfare using the CAL. More than two-thirds of the students who completed a survey following the CAL reported that it was informative and a useful addition to the pre-existing PC EMS course. Furthermore, many students re used the CAL of their own volition following initial training. Collectively, these findings show that the new CAL improved students' ability to report animal based measurements when reviewing animal welfare and was viewed positively by many of its users. The CAL has formed part of the veterinary curriculum at the University of Bristol since its validation in 2010 and is currently readily available to other British veterinary schools.
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Savage, John Howard. "The impact of computer aided drafting technology on industrial education curriculum in British Columbia secondary schools." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25518.
Full textAbstract:
The purpose of this study was to identify the prerequisite skills most appropriate to training and/or employment in computer aided drafting... Specific objectives of the study were concerned with:
1. The prevalence of CAD in specific industries.
2. The relationship between the size and/or type of CAD system and the training required to operate it.
3. The background and training of individuals operating CAD systems.
A. The preferences of employers as to the education of their CAD operators.
5. The preferences of CAD training institutions as to the education of CAD training candidates.
6. The methods by which individuals in industry received CAD training.
7. The methods of CAD training preferred by employers.
8. The importance of certain skills relative to CAD employment or training.
9. The importance of certain secondary school drafting curriculum items relative to CAD training or employment.
10. The identification of secondary school curriculum areas to be
modified to suit the needs of industry and CAD training institutions PROCEDURES
The survey questionnaire method was used to obtain data for this study. Two parallel, closed-form questionnaires were developed from a review of related literature and an analysis of current drafting standards and techniques. One questionnaire was sent to all training institutions in British Columbia offering courses in CAD. The other questionnaire was sent to sixty-five businesses in British Columbia identified as users of CAD technology.
The responses were analysed to provide information on the impact of CAD technology on secondary school curriculum. The importance of particular items was determined through calculation of mean priority or ranking levels.
FINDINGS
The businesses surveyed were primarily involved in mechanical and electronics drafting followed by structural, architectural, and cartographic. Training institutions were concerned with architectural and civil drafting followed by mechanical and structural. Data indicated that CAD was being used in all areas of drafting.
CAD system descriptions indicated that a large number of businesses and training institutions were using personal computer based CAD systems that were less expensive and easier to operate than larger mainframe or dedicated systems.
Educational institutions indicated that the majority of their CAD training candidates were upgrading themselves and that they preferred candidates with a good drafting background. Businesses indicated that most of their CAD operators were draftspersons retrained for CAD. Few CAD operators had received formal CAD training although employers indicated a hiring preference for draftspersons with formal training in CAD. Both businesses and training institutions involved with CAD considered manual drafting skills and good problem solving ability to be the most important prerequisites for CAD training or employment. With respect to specific drafting skills, there was consensus on the importance of individual items. Dimensioning to CSA standards was considered most important followed by the three dimensional representations typified in sketching, pictorial, drawing, auxiliary views, and developments.
Both surveys indicated that curricular change to reflect the changing technology was necessary and should include the introduction of computer aided drafting at the secondary level as well as more drafting course time and more emphasis on computational and communication skills.
CONCLUSIONS
1. Drafting, especially computer aided drafting, should be approached as a necessary skill for a wide variety of occupations and not as
a vocation in itself. This would require a conscious effort to open secondary school drafting programs to all students, not just those in industrial programs.
2. Drafting educators should acquaint themselves with the changing technology of drafting including contact with post secondary training institutions and representative industry.
3. Secondary school drafting programs should introduce students to computer aided drafting.
4. More emphasis should be placed on dimensioning to CSA standards and
on areas of drafting that involve viewing an object in three dimensions.
5. Secondary school curriculum should be modified to include more drafting time and place more emphasis on computational and communication skills.<br>Education, Faculty of<br>Graduate
19
Daugherty, Joyce J. "Pilot Study of The Efficacy of Computer Aided Instruction as a Supplemental Teaching Instrument for Dialysis Patients." UNF Digital Commons, 1997. http://digitalcommons.unf.edu/etd/232.
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This pilot study examined the feasibility of computer aided instruction (CAI) as supplemental interactive nutrition education for patients requiring chronic dialysis. The CAI prototype was developed using Gagne's Model of Instructional Design and the Theory of Planned Behavior. Forty-two patients were enlisted from a chronic dialysis clinic and assigned randomly to either treatment or comparison group. All subjects completed pre- and post-test questionnaires regarding their phosphorus-rich food consumption habits. Each group received the usual phosphorus control education adjunct to the monthly lab review. The experimental group also received supplemental education by CAI. Serum phosphorus lab results were assessed for change after use of the CAI. Near significance was observed between the study group's phosphorus lab results difference means, t = 1.79, df= 40, p = .08. Comparison of pre-test and post-test data assessed changes in the dependent variables, attitude, perceived control, intent and behavior. The differences for the behavioral dependent variables means were not significant as determined by t-tests. The CAI was well accepted (m = 1.47 ± 0.95) by the subjects without respect to gender or age. Interactive CAI nutrition education was acceptable. Replication with a larger sample would allow opportunity to determine the significance of differences.
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Lewin, Cathy. "The development and evaluation of software for teaching reading at primary level." Thesis, n.p, 1998. http://oro.open.ac.uk/19855/.
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Blom, Olof, and Daniel Salomonsson. "Exploring the diffusion of e-learning : general and enabling guidelines for implementation of computer-aided teaching in developing countries." Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16645.
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The purpose of the study was to create guidelines regarding effective diffusion of elearningto and within developing countries. Another aim of the study was to identifychallenges and problems related to the diffusion of e-learning, as well as identifying whatcharacterizes a successful ICT diffusion project. To achieve the purpose of the study acase study was performed in Thailand, where two different schools, i.e. two cases thathad been targeted by ICT diffusion projects were studied. In combination to studying theschools, the donor side of the project were also included in the study. The study wasconducted with a qualitative research approach, and was divided into one inductive andexploratory phase, which generated a theory, and one deductive phase where the theorywas both theoretically and empirically validated. To gather the empirical material, eightsemi-structured interviews were conducted of which six included staffs from the twoschools, and two included donors that were involved in one of the studied ICT diffusionprojects. Yet another semi-structured interview was performed with a person involved inan ICT diffusion project, which helped to perform the empirical validation of thegenerated theory. With the help of the collected empirical material as well as throughexisting theories it was possible to identify numerous of challenges regarding diffusion ofe-learning to and within developing countries. The challenges were primarily connectedto language, culture, governmental, lack of computer knowledge and infrastructural. Totackle the challenges a number of characteristics regarding effective ICT diffusionprojects in developing countries were identified. These characteristics included theimportance of doing a proper investigation about the recipients, follow ups, providedright amount of computers, provided software that had been adapted and providededucation about how computers should be used. Based on the challenges andcharacteristics guidelines for effective diffusion of e-learning to and within developingcountries were designed. The knowledge about challenges and characteristics led to theidentification of two important findings. The first was that the diffusion of e-learning todeveloping countries is highly dependant on the diffusion of ICT to the schools, as anevident problem that existed was that the schools lacked the proper technicalinfrastructure to be able to support computer-aided teaching. The other finding was thatin order for the diffusion process to be effective, it is vital to provide information andeducation about the technology in advance of the implementation. These two findingslead to that the 19 created guidelines were divided into two categories; basic guidelinesfor diffusion of ICT and enabling guidelines for diffusion of e-learning.<br>Program: Dataekonomutbildningen
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Pancholi, Bhavna. "A comparison of computer aided learning and traditional didactic lectures for teaching clinical decision making skills to optometry undergraduates." Thesis, Aston University, 2017. http://publications.aston.ac.uk/31715/.
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This study was designed to compare computer aided learning (CAL), in the form of a Virtual Patient (VP), and traditional didactic lectures as methods of teaching clinical decision making (CDM) skills to second year Optometry undergraduates. Comparisons were based on performance in multiple-choice examinations testing CDM skills (actual mastery), student feedback relating to confidence in CDM skills (perceived mastery or self-efficacy) and student satisfaction. The influence of sex, learning style and academic ability was also investigated. This is the first time that these aspects of teaching pedagogy have been studied together. Current literature informed development of didactic lectures and an online VP. Both teaching methods were designed to ensure that the same clinical content was included. This content was aimed at training students to perform problem-orientated eye examinations. A cohort of 102 students was taught using the traditional didactic lectures in academic year 2010-11 and 93 students using the online VP in academic year 2011-12. An established Index of Learning Styles instrument was used to classify students according to their preference in four learning style dimensions. Both teaching methods were designed to cater for both poles of each learning style dimension. Most students had no strong learning preferences but those that did had a tendency towards the active-sensing-visual-sequential profile. Actual and perceived mastery were scored for five key learning objectives; question selection, critical symptom recognition, test selection, critical sign recognition and referral urgency selection. The influence of academic ability and teaching method differed for each learning objective; didactic lectures favouring some, the VP others. Learning style and sex had no influence, indicating that both teaching methods catered equally for males and females with all learning styles. Comparisons between perceived and actual mastery revealed poor self-assessment accuracy. Student satisfaction, rated on a five point Likert scale, was equally high for both teaching methods. Sex was the only influential variable, with males favouring one aspect of VP training. Overall, the findings suggest that CAL should be used to supplement traditional teaching rather than replace it in order to ensure that all students benefit equally. Future research may wish to focus on self-assessment accuracy as a means of improving academic performance.
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Lim, Youngsook. "Relationship between aptitudes and attitudes toward computer-aided design and personality types of interior design students." Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-03172010-020334/.
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Myrsmeden, Johan. "Automation of Formative Assessment : Implementation and Evaluation of an Artificial Teaching Assistant." Thesis, KTH, Lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-231984.
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The Swedish government has decided to add programming to the Swedish curriculum to strengthen students’ digital skills. The teachers who will teach programming do not always know programming themselves. Because of that, KTH Royal Institute of Technology researchers are planning to start an initiative of creating a Massive Open Online Course (MOOC) in fundamental programming in Swedish for those teachers. Interpreting error messages given by the compiler is one problem with learning programming. An aim of this study is to lower that threshold. The study seeks to identify common misconceptions about programming among novice programmers in order to design a static analyser that investigates code written by students and provides formative feedback to help students in their own learning process. The study combines the constructivist theory of learning with views about formative assessment in order to automate the process that is usually done by a teacher or teaching assistant when assessing code. A phenomenographic study is done in order to identify teachers’ perceptions of common misconceptions about programming by interviewing five active teachers at KTH. The results of that study are used to construct code examples that correspond to these misconceptions. Those results lead to the design and implementation of a software that detects these problems in code. That software is evaluated using a larger set of test data, consisting of 77 errors divided into five larger programs, inserted by independent individuals. From the initial study, five categories of misconceptions are given. Of the 77 errors, the majority are correctly positioned and almost all are given a good hint about the position. About a quarter of the errors are parse errors, which never reach the analysing part of the software that demands the program to be parsable. The study shows that we have succeeded both in designing and implementing a software that detects the identified misconceptions with good results. In the context of a MOOC, the software might require an extension with a more advanced parser and also dynamic analysis to be able to test the correctness of the students’ programs. The software is limited to handle the language Javascriptish, which is a subset of JavaScript.<br>För att stärka den digitala kompetensen bland svenska grundskole och gymnasieelever har programmering lagts in i läroplanen. De lärare som är tänkta att hålla i denna programmeringsundervisning har själva inte alltid tillräckliga kunskaper i programmering, varpå ett initiativ för att hålla en storskalig, öppen och internetbaserad kurs (MOOC) på svenska har startats av forskare på Kungliga Tekniska Högskolan (KTH). En av svårigheterna med att lära sig programmering är att förstå meddelandena som kompilatorn ger. Ett mål med denna studie är att sänka denna tröskel för studenten. Denna studie ämnar identifiera vanliga missuppfattningar om programmering hos nybörjare, för att designa en programvara som utför statisk analys av kod skriven av studenter och därefter ge återkoppling kring dessa missuppfattningar. Studien kombinerar den konstruktivistiska teorin om lärande med tankar om formativ bedömning för att automatisera den process som vanligtvis görs av en lärare eller lärarassistent vid bedömning av kod. En fenomenografisk studie görs för att identifiera lärares uppfattningar om vanliga missuppfattningar kring programmering genom att intervjua fem verksamma lärare på KTH. Resultatet från den studien används sedan för att konstruera kodexempel som belyser de identifierade missuppfattningarna. Därefter designas och implementeras en mjukvara som sedan evalueras genom att analysera totalt 77 fel, konstruerade av oberoende individer, uppdelade på fem större program. Den initiala studien resulterar i fem olika kategorier av missuppfattningar. Av de 77 evaluerade felen ger majoriteten en korrekt positionsangivelse och nästan alla ger en god indikation över var felet ligger. Omkring en fjärdedel av felen är parsningsfel, vilka aldrig når huvudmjukvaran som kräver att programmet är parsningsbart. Studien visar att vi lyckas designa och implementera en programvara som med goda resultat upptäcker vanliga missuppfattningar kring programmering hos nybörjare, baserat på det teoretiska ramverket. I kontexten av en kurs på internet kan programvaran behöva utvecklas med en mer avancerad syntaxanalys (eng. parser) samt lägga till dynamisk analys av program för att även kunna testa programmens korrekthet. Programvaran är begränsad till att analysera kod skriven i språket Javascriptish, vilken är en delmängd till JavaScript.
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Brown, William Christopher. "An effective AutoCAD curriculum for the high school student." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1791.
Full textAbstract:
The instruction of computer assisted drafting (CAD) in the high school classroom presents unique problems and challenges that typical colleges, technical schools, and industry do not address. Including issues such as cross curriculum instruction, beginning and advanced students in the same class, several courses in the same room, CAD and manual drafting taught concurrently.
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Blackner, Deborah Martin. "Prediction of Community College Students' Success in Developmental Math with Traditional Classroom, Computer-Based On-Campus and Computer-Based at a Distance Instruction Using Locus of Control, Math Anxiety and Learning Style." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2540/.
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The purpose of this study was to investigate the relationship between individual student differences and academic success in three pedagogical methods (traditional classroom, computer-aided instruction (CAI) in an on-campus setting, and CAI in a distance education setting) for developmental mathematics classes at the community college level. Locus of control, math anxiety and learning style were the individual differences examined. Final grade, final exam score and persistence were the indicators of success. The literature review focused on developmental mathematics, pedagogical techniques and variables contributing to academic performance. Two parallel research populations consisted of 135 Beginning Algebra students and 113 Intermediate Algebra students. The Rotter I-E Locus of Control Scale, the Abbreviated Mathematics Anxiety Rating Scale, the 4MAT Learning Type Measure, and an instrument to gather demographic data were used.
It was the conclusion of this study that the instructional methods were not equal with respect to achievement. In Beginning Algebra, the CAI students received significantly higher final grades than did the traditionally taught students. In Intermediate Algebra traditional students scored significantly higher on the final exam than did the CBI students. There were more students persisting than expected in traditionally taught Beginning Algebra and no significant difference in attrition in Intermediate Algebra.
There was no significant prediction of achievement in Beginning Algebra. For Intermediate Algebra math anxiety was a significant predictor for final exam percentage and locus of control was a significant predictor for final grade percentage. Only the instructional method contributed significantly to the prediction of attrition.
While these findings are statistically significant, they account for only a small part of student success. However, the results had implications for the future. In particular, further study should be given to the question of whether CAI, and its associated expenses, is prudent for developmental mathematics instruction.
27
Al-Najadah, Ali Saleh. "Attitudes of interior design students toward creativity in design problem solving using CADD versus conventional drafting tools." Thesis, Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/77901.
Full textAbstract:
This study was conducted to explore interior design students' perceptions and attitudes toward creativity in design problem solving using CADD versus conventional drafting tools and to research whether CADD stifles or encourages students' creativity in that manner. Students' level of CADD perf onnance, past experience with CADD or other microcomputer software and level of CADD problems were used as the independent variables for this study.
During the last two weeks of the spring semester 1989, 32 interior design students, who comprised the population for this study, were given two design problems, one to be done with CADD and the other with conventional drafting tools. After that period students were asked to fill out a survey questionnaire and participate in a group discussion. The collected data then was a subject of a descriptive and analytical statistical study.
Findings of this study showed no relationship between students' level of CADD experience and their attitudes toward using CADD in creative design problem solving. On the other hand, a significant relationship was found between the level of CADD problems that students had and their attitudes toward CADD. As a result, although students liked using CADD in design and 78% of them did not feel intimidated by it, more than 65% of the students felt that they could come up with more design ideas with conventional drafting tools than with CADD. Most of the students attributed this attitude to their long experience with design and drafting tools.
Other problems that caused discomfort to students when using CADD in design were lack of knowledge of DOS commands, unfamiliarity with computer hardware and software problems, and their limited time to work on computers.<br>Master of Science
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Moore, Eric. "The weak link in the language teaching system and what to do about it." Thesis, Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1135.
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Waghid, Faiq. "Technology and professional development towards critical teaching and learning : a narrative account." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6732.
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Thesis (MEd)--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: This thesis explores the use of educational technologies in grades 10 to 12 life sciences classrooms at a local high school. I argue that the application of educational technologies in science classrooms has the potential to engender critical teaching and learning, and to contribute to professional development.
By reflecting on my own professional development as a science teacher over the past three years (2008-2010), I show that the use of educational technologies cultivates moments of critical pedagogy that link strongly with reflective teaching, critical thinking and transformative learning. Drawing on two intertwined narratives, I show how educational technologies can enhance reflective teaching whereby, firstly, teachers can take seriously theories and expertise in their practices; secondly, organise their classrooms so as to facilitate critical learning; and, thirdly, take up broader institutional and social issues.
In addition, I show that the use of educational technologies opens up pedagogical spaces for critical thinking and transformative learning – that is, whereby learners learn creatively, actively, engagingly and reflecting on their own practices.<br>AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die gebruik van onderwystegnologie in grade 10 tot 12 lewenswetenskapklaskamers by ʼn plaaslike hoërskool. Ek argumenteer dat die toepassing van onderwystegnologie in wetenskapklaskamers die potensiaal het om kritiese onderrig en leer teweeg te bring, en ʼn bydrae tot professionele ontwikkeling te maak.
Deur te reflekteer op my eie professionele ontwikkeling as ʼn wetenskaponderwyser oor die afgelope drie jaar (2008-2010), dui ek aan hoedat die gebruik van onderwystegnologie krities pedagogiese oomblikke kultiveer wat sterk aanklank vind by reflektiewe onderrig, kritiese denke en transformatiewe leer. Met betrekking tot twee narratiewe dui ek aan hoedat onderwystegnologie reflektiewe onderrig kan bevorder deurdat, eerstens, onderwysers teorieë en kundighede in hulle gebruike ernstig opneem; tweedens, klaskamers organiseer om kritiese leer te fasiliteer; en derdens, breër institusionele en sosiale kwessies aanspreek.
Daarenbowe dui ek aan hoedat onderwystegnologie ook pedagogiese ruimtes vir kritiese denke en transformatiewe leer bied – dit is, waarby leerders kreatief, aktief en betrokke is, en op hulle eie praktyke reflekteer.
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Williams, George Edward. "The effects of computer assisted language learning and specially designed academic instruction in English on second language acquisition." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2954.
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The purpose of this study was to compare the effectiveness of two methods of instruction for second language acquisition. The first method used a computer based software program known as English Language Learning Instructional System (ELLIS). The second method used Specially Designed Academic Instruction in English (SDAIE).
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Silva, Jackson Gois da. "Desenvolvimento de um ambiente virtual para estudo sobre representação estrutural em química." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-23042013-123423/.
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Neste trabalho descrevemos as etapas de desenvolvimento do aplicativo computacional Construtor, a partir do qual estudantes de Ensino Médio podem construir objetos moleculares virtuais tridimensionais a partir unicamente da fórmula estrutural condensada de espécies químicas. Este aplicativo computacional foi adaptado em uma seqüência de ensino acessível pela internet através de navegadores hipertexto, o que resultou em um ambiente virtual de ensino de química. Também neste trabalho descrevemos a avaliação do uso do ambiente virtual descrito. Esta avaliação de uso foi feita por intermédio de dados obtidos com um sistema de captura sincronizada de vídeo, através do qual é possível gravar em arquivos de vídeo, de forma simultânea, a tela em uso pelo estudante e suas ações diante do computador, sendo os arquivos gravados no próprio computador em uso pelo estudante. Desta forma foi possível minimizar a introdução de equipamentos estranhos à aula durante o teste de usabilidade do sistema. Iniciamos nossa discussão a partir do conceito comumente aceito sobre o conhecimento químico ser composto por três dimensões, fazemos uma breve revisão sobre representações químicas, seus aspectos espaciais, a utilização de tecnologias da informação e comunicação e, mais especificamente, o uso de animações e simulações em ambientes de ensino de química, assim como uma revisão da bibliografia sobre os ambientes virtuais de ensino de química a partir de 1994. Neste trabalho, também fazemos uma discussão sobre a contribuição da teoria semiótica de Charles Sanders Peirce, com o objetivo de trazer uma compreensão mais aprofundada a respeito dos processos de significação de representações químicas, dos níveis macroscópico, submicroscópico e simbólico, na sala de aula.<br>In this work we describe the steps of the development of the software Construtor. With this computational program, High School students can build three-dimensional virtual molecular objects from the condensed structural formulas of chemical species. This computational program was adapted in a learning activity accessible through the internet with hypertext browsers, what resulted in a chemistry learning virtual environment. Also in this work we describe the use evaluation of the virtual environment described. We evaluated the use of this virtual environment from the data obtained with a video synchronized capture system, in witch it is possible to record in video files, simultaneously, the screen in use bye the students and their actions before the computer, in such a way the files are recorded in the same computer in use bye the student. Thus it was possible minimize the introduction of foreigner-class equipments during the usability test. We initiate our discussion from the concept about the chemical knowledge being composed by three dimensions, following a brief revision about chemical representations, its spatial aspects, the utilization of information and communication technologies and, more specifically, the use of animations and simulations in chemical teaching learning environments, as well as a revision about chemistry learning virtual environments from 1994. In this work we also discuss about thee contribution of the Semiotics theory of Charles Sanders Peirce, objecting to bring a deeper comprehension about the meaning processes of chemical representations, on the macroscopic, submicroscopic and symbolic levels, in classrooms.
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Ko, Hye Mi. "Trends in CAD education in interior design programs." Thesis, Virginia Tech, 1990. http://hdl.handle.net/10919/41972.
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<p>This research investigated Computer Aided Design (CAD)
education in the interior design. program focusing on
educators' opinions about creativity aspects including
computer application, teaching materials and teaching
methods as well as other trends in CAD education. A
questionnaire was sent to one hundred eighty-two members of
the Interior Design Educators Council (IDEC).</p> <p>A frequency distribution was used on 69 usable
returned surveys to describe the sample characteristics and
to determine the teaching materials and support. Means and
T-tests were employed to examine if a significant
difference of opinions toward CAD integration existed
between designers based on creativity, teaching materials,
and teaching approaches.</p>
<p>
Findings indicate that educators are thinking
positively regarding the creativity aspects of teaching
CAD. There was no significant difference between IBM
educators and Apple Macintosh educators in terms of opinions concerning creativity and teaching approaches and
also no significant difference in the educators who are
using more flexible teaching approaches and the educators
who are using more rigid teaching approaches in terms of
creativity. Educators thought CAD courses are most helpful
for students' future careers. Educators remarked that
their college, department, and other faculties are
generally very supportive. Overall the educators had fewer
than 4 years of experience in teaching CAD. One or two CAD
educators were teaching in each interior design program.
IBM personal computer, AutoCAD software, instructor
prepared tutorials were the most used teaching materials.</p><br>Master of Science
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Silva, Vinicius da Silva e. "Ensino Superior 2.0: o English Central como ferramenta de apoio para o ensino-aprendizagem de inglês." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20448.
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Previous issue date: 2017-09-15<br>This research aims at discussing the role of Information Technology in the teaching
and learning of a second or foreign language. To that end, we look into how a digital
platform, called English Central, can be integrated into an English course at a
college of information technology in the city of São Paulo. We assume that the
resources offered by the platform, such as authentic or produced videos, voice
recognition software to improve pronunciation, as well as the activities for
vocabulary acquisition, can contribute to the learning of a foreign language in a
blended course. Firstly, we present the evolution of the technologies used in
education, with a focus on CALL (Computer Assisted Language Learning), and how
they can be used to support face-to-face classes. Secondly, we discuss the methods
and approaches used for teaching and learning English, with the Communicative
Language Teaching, the Lexical Approach, the Post-Method and the Connectivism
providing the support for our research. It also describes how English Central was
integrated into the course and how its resources were used to develop the online
activities. It also puts forward a few suggestions of activities, supported by the
methods and approaches for language learning, aiming at the development of
listening comprehension and vocabulary acquisition. We concluded that the role of
the teachers is vital to the implementation of digital platforms in a blended course,
due to them being sensitive to their teaching context, as well their students’ needs
and interests<br>Esta pesquisa discute o papel que as tecnologias da informação e comunicação têm
no ensino e aprendizagem de Inglês como segunda língua ou língua estrangeira.
Para isso, investiga-se a implementação de uma plataforma digital, o English
Central, em um curso de inglês dentro de uma faculdade de tecnologia da
informação na cidade de São Paulo. Considera-se que os recursos oferecidos pela
plataforma, vídeos autênticos ou produzidos por ela, o aprimoramento da
pronúncia e da entonação por meio de um software de reconhecimento de voz,
bem como as atividades para aprimoramento lexical, podem contribuir para uma
aprendizagem de uma língua estrangeira em um curso híbrido. Apresentamos, em
primeiro plano, a evolução das tecnologias educacionais, com foco no CALL
(Computer Assisted Language Learning), para o ensino de línguas estrangeiras e
como elas podem ser utilizadas para dar suporte às aulas presenciais. Em um
segundo momento, discutimos os métodos e as abordagens para o ensino da
Língua Inglesa, tendo como apoio para nossa pesquisa o Communicative Language
Teaching, o Lexical Approach, a teoria do Pós-Método e o Conectivismo. Esta
pesquisa relata como a implementação da plataforma foi feita e como seus recursos
foram utilizados para a elaboração das atividades à distância. Esta pesquisa sugere
diferentes atividades, embasadas pelos métodos e pelas abordagens para o ensino
de línguas, visando ao desenvolvimento da compreensão oral e ao aprimoramento
lexical dos alunos. Pudemos constatar que o papel do professor é fundamental para
que as plataformas digitais sejam implementadas em um curso híbrido, devido ao
seu conhecimento acerca do contexto no qual seu curso está inserido, bem como
das necessidades e dos objetivos dos seus alunos
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Nitsche, Jéssica Regina. "A educação permanente no combate à resistência antimicrobiana: elaboração de quizzes." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21188.
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Previous issue date: 2018-03-12<br>Fundação São Paulo - FUNDASP<br>Introduction: The discovery of antimicrobials had a great impact on the treatment of infections; however, their widespread use for several decades has generated the problem of antimicrobial resistance. The education of health professionals is one of the strategies of the action plans implemented by the World Health Organization to oppose it. Since education must be interdependent and transdisciplinary, the use of technologies in the teaching-learning process is enriching. Therefore, the use of online quizzes is an excellent tool for interactive, stimulating and autonomous learning. Objective: The main objective of this project was to develop, apply and evaluate a set of quizzes, interactively approaching antimicrobial resistance to contribute to the continuing education of health professionals. Methodology: The set of quizzes was developed in the Socrative® program, which provides the interaction and allows its online sharing via smartphone or computer. Their evaluation was made through pre and post-test and instrument of perception, applied to health professionals, students of the professional master's degree "Education in the Professions of Health". Results: The set of quizzes was successful by health professionals (n = 20), however, the pre and post-tests did not reach the values of significance for knowledge of cognitive gain. Discussion/Conclusion: According to the results, we can conclude that the set of quizzes is of educational interest and an important tool for the continuing education of health professionals<br>Introdução: A descoberta dos antimicrobianos teve grande impacto no tratamento de infecções, porém, seu uso generalizado durante varias décadas gerou a problemática da resistência antimicrobiana. A educação de profissionais da saúde é uma das estratégias dos planos de ação implementadas pela Organização Mundial da Saúde para combatê-la. Visto que a educação deve ser interdependente e transdisciplinar, o uso de tecnologias no processo de ensino-aprendizagem é enriquecedor. Sendo assim, o uso de quizzes online é uma excelente ferramenta para uma aprendizagem interativa, estimulante e autônoma. Objetivo: O objetivo principal desse projeto foi desenvolver, aplicar e avaliar um conjunto de quizzes, abordando de forma interativa a resistência antimicrobiana para contribuir com a educação permanente de profissionais da saúde. Metodologia: O conjunto de quizzes foi elaborado no programa Socrative®, que fornece a interação e permite seu compartilhamento online via smartphone ou computador. Sua avaliação foi feita através de pré e pós-teste e instrumento de percepção, aplicados para profissionais da saúde, alunos do mestrado profissional “Educação nas Profissões da Saúde”. Resultados: O conjunto de quizzes foi bem avaliado pelos profissionais da saúde (n=20), porém, o pré e pós-testes não atingiram os valores de significância estatística para verificar o ganho cognitivo. Discussão/Conclusão: De acordo com os resultados, podemos concluir que o conjunto de quizzes é de interesse educacional e uma importante ferramenta para a educação permanente de profissionais da saúde
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Mazzanti, James Ernesto. "Colaboração em ambientes virtuais e presenciais: um estudo sobre aprendizagem de Estatística no Ensino Médio." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20106.
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Previous issue date: 2017-03-22<br>Secretaria da Educação do Estado de São Paulo - SEE<br>The present work, based on a qualitative research, seeks to understand if the learning of Descriptive Statistics issues in a group of high school students can be efficient if carried out through a Virtual Learning Environment (VLE) and face-to-face interactions in a convergence approach. In addition, it seeks to establish if a collaborative approach, mediated by the convergence between virtual and classroom interactions, is efficient in promoting the learning of Descriptive Statistics topics among high school students, subjects of this research. The data related to this study were collected from the use of an VLE (Moodle) and the follow-up of face-to-face interactions between the subjects, who participated voluntarily in a Descriptive Statistics course and worked with activities planned to promote collaboration and encourage autonomy. Thus, in order to base this work, we have brought references in three main areas, VLE, Collaborative Learning and Statistical Education, some of which stand out, Pallof and Pratt, Kenski, Lévy, Borba, Oliveira, Torres, Batanero; Campos; Cazorla; Coutinho; Lopes. From the analyzes, carried out in the descriptive and interpretive perspective, it was verified that the convergence took place and constituted a learning context, the adopted approach seems to have been efficient in giving the subjects a more critical view and showed that it can be Efficient in relation to the promotion of elements that lead to autonomy and finally the students formed the basis for living in a Virtual Community and that characteristics like self-regulation, autonomy, collaboration and collective construction of the knowledge were observed, representing important contributions to fulfill the objectives sought in this investigation<br>O presente trabalho, baseado em uma investigação de caráter qualitativo, busca compreender se a aprendizagem de elementos de Estatística Descritiva por um grupo de alunos do Ensino Médio (EM) pode se mostrar eficiente se levada a efeito por meio de um Ambiente Virtual de Aprendizagem (AVA) e de interações presenciais, em regime de convergência. Além disso, busca estabelecer se uma abordagem colaborativa, mediada pela convergência entre o virtual e o presencial, é eficiente em promover a aprendizagem de tópicos de Estatística Descritiva entre alunos do Ensino Médio, sujeitos da pesquisa. Os dados relativos a este estudo foram coletados a partir do uso do AVA Moodle e do acompanhamento de interações presenciais entre os alunos da rede estadual paulista, os quais participaram voluntariamente de um curso de Estatística Descritiva e trabalharam com atividades planejadas para promover a colaboração e incentivar a autonomia. Assim, para fundamentarmos este trabalho trouxemos refernciais em três áreas principais, AVA, Aprendizagem Colaborativa e Educação Estatística, sendo alguns que se destacam, Pallof e Pratt, Kenski, Lévy, Borba, Oliveira, Torres, Batanero; Campos; Cazorla; Coutinho; Lopes. A partir das análises, realizadas na perspectiva descritiva e interpretativa, constatou-se que a convergência tivesse lugar e constituísse um contexto de aprendizagem, a abordagem adotada parece ter sido eficiente no sentido de dotar os sujeitos de uma visão mais crítica e mostrou que pode ser eficiente em relação à promoção de elementos que levem à autonomia e finalmente os estudantes formaram as bases para a vivência em uma Comunidade Virtual de Aprendizagem com características como autorregulação, autonomia, colaboração e construção coletiva do conhecimento, representando importantes aportes para o cumprimento dos objetivos pretendidos nesta investigação
36
Audi, Mauro [UNESP]. "Análise do rastreamento visual de alunos com paralisia cerebral na tela do computador." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/147080.
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Previous issue date: 2016-11-18<br>Alunos com paralisia cerebral inseridos no ensino regular têm experimentado com maior frequência o uso do computador como meio para auxiliar nas atividades de acadêmicos, tanto em sala de aula como em casa, para interação social e diversão. Diversos recursos de tecnologia assistiva, como programas e adaptações, têm contribuído para o acesso desses alunos ao computador. Em virtude da alteração motora que esses alunos apresentam, pode ser que o layout e a disposição das informações na tela do computador interfiram no desempenho durante a execução de atividades. Diante disso, surge a lacuna para saber como se comporta o rastreamento visual destes alunos em relação as imagens expostas na tela do computador. O objetivo do estudo foi analisar e mensurar a intensidade e o direcionamento visual de alunos com paralisia cerebral expostos a imagens dispostas na tela do computador em locais e com tamanhos diferentes. O desenho da pesquisa foi quase experimental, devido à heterogeneidade e não randimização da amostra. Sobre as considerações éticas, o trabalho foi submetido e aprovado pelo comitê de ética da Universidade Estadual Paulista, campus de Marília. Participaram 17 alunos de ambos os gêneros, com idade entre 6 e 12 anos, cujos responsáveis assinaram um termo de consentimento e, dos que tinham acima de 9 anos, o termo de assentimento. A pesquisa foi desenvolvida no laboratório de análise de desempenho motor da Faculdade de Filosofia e Ciências da UNESP. O equipamento utilizado foi o Tobbi Studio, que realizou a captura do rastreamento visual e sua análise descritiva. Foi criado um aplicativo chamado Dr. Fruta composto por imagens em dois tamanhos diferentes que aleatoriamente eram expostas em todas as partes da tela do computador, dividida, imaginariamente, em quadrantes. Foram realizados dois estudos pilotos para ajustes do tempo de exposição das imagens e da disposição do jogo. Como procedimento inicial, cada participante foi orientado sobre a tarefa, e, após posicionado sentado em postura ergonômica, foi realizada a calibração do sistema, que garantiu o olhar para todos as partes da tela. O procedimento de análise estatística foi elaborado a partir da geração de dados do programa Tobii Studio Statistics que forneceu uma tabulação descritiva de médias de tempo e pontuação alcançadas em cada área de interesse, foram selecionados os dados referentes as médias de tempo da primeira fixação, de antes da fixação, de duração total da fixação, de contagem de fixação, e, por fim, de tempo de duração de visita que foram exportados para o software GraphPad V4. Quanto à análise estatística das medidas comparativas entre as medianas dos quadrantes dispostos nas colunas, após o teste de normalidade foi indicado o teste não paramétrico de Kruskal-Wallis, seguido do teste de comparação múltipla de Dunn e o teste não paramétrico de Fisher para evidenciar as diferenças das medianas das colunas. Para todos os testes foi fixado o nível de significância de 5% ou utilizado o p-valor correspondente. O resultado foi significante quando comparado a visualização dos quadrantes superiores e inferiores em relação aos medianos e centro inferiores da tela; não foi encontrada significância para os resultados da comparação entre os quadrantes superiores e inferiores, dos lados direito e esquerdo, do tamanho das imagens expostas e do grau de comprometimento motor. Conclui-se que todos participantes tiveram melhor desempenho no foco viso ocular ao fixarem o olhar nas imagens expostas nos quadrantes laterais superiores e inferiores da tela, e um pior desempenho ao fixarem o olhar nas imagens expostas nos quadrantes dispostos no centro da tela, principalmente no centro inferior. Não houve diferença significativa em relação ao comprometimento motor comparados a GMFCS e MACS com os quadrantes visualizados, nem para os tamanhos das imagens.<br>Students with cerebral palsy enrolled in the regular school have experienced more often the utilization of computers as a support tool for learning-teaching activities at the classroom as well as at home for entertainment and social interaction. Several assistive technology devices such as adapted software and applications have contributed for the students’ access to computers. Due to a motor deviation in cerebral palsy students, they might have difficulties to see some parts of a computer screen. Then, there is an issue about how the visual scanning of these students works. This study aimed to analyze and measure visual direction of students with cerebral palsy exposed to images arranged in a computer screen with different size and positions. The study design was quasi-experimental due to the sample heterogeneity. Regarding considerations on ethics, this study was submitted and approved by São Paulo State University (UNESP) Ethics Committee. A total of 17 male and female students with age between 6 and 12 years took part in the study. Their parents or guardians signed an informed consent form which contained the required criteria for enrollment. The investigation site was the motor development laboratory, at UNESP. The Tobbi Studio device was utilized for capture and descriptive analysis of eye tracking. An application named Dr. Fruta was created. It was composed of images in two different sizes which was exposed in several parts of the computer screen randomly, and the screen was imaginarily divided in quadrants. Two pilot studies were performed for adjustments on image exhibition time and game arrangement. As a standard procedure, each participant was informed about his/her task and, after taking an ergonomic sitting position, the system calibration was performed, what assured a correct sight to every part of the screen. The analytical procedure was the. The statistical analysis was elaborated from Tobii Studio Statistics software data, which provided descriptive table of time means and score recorded in each area of interest, at mean time in the first fixation, mean before fixation, total mean time of the fixation, fixation counting mean, and visit time mean, was performed by GraphPad V4 software. For comparative measures among the quadrant medians exhibited in columns. It was decided to apply Kruskal-Wallis nonparametric test, followed by Dunn's multiple comparison test and a nonparametric Fisher test to highlight the differences of medians in the columns. Normal distribution, and a significance level of 5% was fixed or a corresponding p value was utilized for all tests. Results were significant when comparing the visualization of lower and upper quadrants in relation with middle and lower middle quadrants of the screen. No significance was found for results of the comparison between lower and upper quadrants, left and right size, size of exposed images or level of motor impairment. As a conclusion, all participants had higher performance on visual ocular focus when fixing the sight on the images exposed in the lower and upper quadrants on the screen, and lower performance when fixing the sight on the images exposed in the middle quadrants on the screen, especially in the middle lower quadrant.
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Dorina, Dibra. "Real-time interactive visualization aiding pronunciation of English as a second language." Thesis, Linnéuniversitetet, Institutionen för medieteknik (ME), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40264.
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Computer assisted language learning (CALL) comprises a wide range of information technologies that aim to broaden the context of teaching by getting advantages of IT. For example, a few efforts have been put on including a combination of voice and its visual representation for language learning, and some studies are reporting positive outcomes. However, more research is needed in order to assess the impact caused by specific visualization styles such as: highlighting syllables and/or wave of sound. In order to explore this issue, we focused at measuring the potential impact that two distinct visualization styles and its combination can have on teaching children the pronunciation of English as a second language. We built a prototype which was designed to assist students while learning pronunciation of syllables. This system was employing two different real-time interactive visualization styles. One of these visualization styles utilizes audio capturing and processing, using a recent technology development: Web Audio API.We evaluated the effect of our prototype with an experiment with children aged from 9 to 11years old. We followed an experimental approach with a control group and three experimental groups. We tested our hypothesis that states that the use of a combined visualization style can have greater impact at learning pronunciation in comparison with traditional learning approach.Initial descriptive analyses were suggesting promising results for the group that used the combined visualization prototype. However, additional statistical analyses were carried out in order to measure the effect of prototype as accurately as possible within the constraints of our study. Further analyses provided evidence that our combined visualizations prototype has positively affected the learning of pronunciation. Nonetheless, the difference was not big comparing to the system that employed only wave of sound visualization. Ability to perceive visual information differs among individuals. Therefore, further research with different sample division is needed to determine whether is the combination of visualizations that does the effect, or is the wave in itself. Slitting groups based on this characteristic and perform the testing will be considered for the future research.Eventually, we can be confident to continue exploring further the possibility of integrating our proposed combination of two visualization styles in teaching practices of second language learning, due to positive outcomes that our current research outlined. In addition, from a technological perspective, our work is at the forefront of exploring the use of tools such as Web Audio API for CALL.
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Almeida, Marcio Vieira de. "Material para o ensino do cálculo diferencial e integral: referências de Tall, Gueudet e Trouche." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20263.
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Previous issue date: 2017-07-27<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This thesis presents a material for the teaching of Differential and Integral Calculus, composed by seven activities, which were based on theoretical references of Mathematical Education. The concepts of function, continuity, differentiability, solution of a differential equation, integral and limit of sequences were approached in these activities. The intention was to defend that one of the ways to establish the narrowing of the relation of theory and practice in this area of investigation is done through the elaboration of materials for teaching with this goal. The concepts of generic organizer, cognitive root, and Three Worlds of Mathematics by Tall and collaborators and the idea of resource of Documental Genesis of Gueudet and Trouche were used. The use of the computer and the construction of tools on GeoGebra were productive procedures to obtain a material with the planned qualities. The research, which had as a result the material for teaching, followed the methodological orientation of a type of fundamental research, in which the goal is the filling of gaps in knowledge related to the solution of problems through practice. An explanatory, theoretical posture was adopted, the construction of considerations with rigor and logical coherence to validate the obtained results. In the scope of theoretic-methodological references seven activities were elaborated for the teaching of Calculus organized in three components which, compose a resource (mathematics, material and didactics) in the conception of Documental Genesis, incorporating cognitivist ideas of Tall and his associates. Using the components (mathematics, material and didactics) allows that the material may configure itself as an element of the set of resources, according to the Documental Genesis, which a teacher of Calculus can use for the development of a class. As a result it is possible to demonstrate that the way of elaboration proposed for a material for teaching, in which theories of Mathematical Education are elaborated and adequate software is used, may be a powerful way to favor the integration of theory and practice, pursued and necessary for Mathematic Education, besides contributing with learning<br>Esta tese apresenta um material para o ensino de Cálculo Diferencial e Integral composto por sete atividades que foram embasadas em referenciais teóricos da Educação Matemática. Nelas, foram abordados os conceitos de função, continuidade, diferenciabilidade, solução de uma equação diferencial, integral e limite de sequências. Pretendeu-se defender que uma das formas de se estabelecer o estreitamento da relação teoria e prática nessa área de investigação é feita por meio de elaboração de materiais para o ensino com essa finalidade. Foram utilizadas as noções de organizador genérico, raiz cognitiva e Três Mundos da Matemática de Tall e colaboradores, e a noção de recurso da Gênese Documental de Gueudet e Trouche. O uso do computador e a construção de ferramentas no GeoGebra foram procedimentos férteis para se obter um material com as competências planejadas. A pesquisa, que teve por resultado o material para o ensino, seguiu orientação metodológica de uma do tipo pesquisa fundamental, na qual se objetiva o preenchimento de lacunas no conhecimento relativo à solução de problemas advindos da prática. Adotou-se uma postura teórica exploratória, a da construção de argumentos com rigor e coerência lógica para validar os resultados obtidos. Nesse âmbito de referenciais teórico- metodológicos, foram elaboradas sete atividades para o ensino de Cálculo, organizadas em três componentes, as quais compõem um recurso (matemática, material e didática) na concepção da Gênese Documental, incorporando noções cognitivistas de Tall e seus associados. A utilização das componentes (matemática, material e didática) possibilita que o material possa se configurar em um elemento do conjunto de recursos, conforme a Gênese Documental, de um professor de Cálculo, para o desenvolvimento de uma aula. Como resultado pode-se demonstrar que o modo de elaboração proposto para um material para o ensino, em que se incorporam teorias da Educação Matemática e se utiliza um software adequado, pode ser um meio potente para favorecer a integração teoria e prática, almejada e necessária pela Educação Matemática, além de contribuir com a aprendizagem
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Ribeiro, Larissa Buenaño. "CompartilhAção de Inclusão: o potencial didático dos aplicativos de acessibilidade para a educação inclusiva." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20364.
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Previous issue date: 2017-08-29<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This research proposes to present a vision of planning, dissemination and implementation of
inclusive educational activities that have didactic support for accessibility applications. Facing
this challenge in the pedagogical action, the methodological strategies of Design Thinking linked
to accessibility applications with relevance and educational and communicative criteria are
identified in the set of tools to develop a service in favor of Inclusive Education. However, it was
chosen for the conceptual and design of this service, by an exploratory-qualitative methodology
regarding the real interactivity in education and the learning potential of accessibility applications
identified in the ethnographic studies through a group of teachers who have experiences with
disabled students in state schools in the Eastern Zone of São Paulo. The expected results point to
more projects with social responsibility, interdisciplinarity project and educational policy,
mediating the greater inclusion of disabled people in Schools<br>Esta dissertação se propõe a apresentar uma visão da curadoria de conteúdos, do planejamento,
da divulgação e da implementação de atividades educacionais inclusivas que tenham como
suporte didático os aplicativos de acessibilidade. Diante desse desafio na ação pedagógica,
identificam-se nas estratégias metodológicas do Design Thinking atreladas aos aplicativos de
acessibilidade com relevâncias e critérios educativos e comunicativos, o conjunto de ferramentas
para desenvolver um serviço em prol da educação inclusiva. Optou-se, no entanto, para a
concepção conceitual e projetual deste serviço, por uma metodologia exploratório-qualitativa a
respeito da interatividade real na educação e do potencial de aprendizagem de aplicativos de
acessibilidade identificados nos estudos etnográficos por meio de uma turma de professores que
atuam e que tem experiências com alunos deficientes nas escolas estaduais da Zona Leste de São
Paulo. Já os resultados esperados apontam para mais projetos com responsabilidade social,
voltados para a interdisciplinaridade e para a política educacional, mediando a maior à inclusão
de pessoas com necessidades educacionais especiais nas instituições de ensino
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Scalco, Roberto 1979. "Controle do cursor tridimensional via Wii Remote em ambiente de realidade virtual para o ensino de Física." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/260023.
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Orientador: Wu Shin-Ting<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Elétrica e de Computação<br>Made available in DSpace on 2018-08-26T21:35:45Z (GMT). No. of bitstreams: 1
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Previous issue date: 2015<br>Resumo: Como complemento aos laboratórios de Física do curso de graduação de Engenharia, este trabalho propôs-se ao desenvolvimento de um ambiente contextualizado que simula um laboratório virtual de Mecânica Clássica com uma interface tridimensional interativa similar ao usado em videogames. O controle Wii Remote foi escolhido como manipulador dos objetos desse ambiente por ser relativamente barato, além de possuir recursos que permitem obter a movimentação da mão do seu usuário no espaço. O Wii Remote se mostrou válido como controlador de um cursor 3D perante os testes de usabilidade realizados por um grupo de 27 alunos. O ambiente virtual desenvolvido representa um objeto de aprendizagem para auxiliar aos alunos com dificuldade em Física, mas sem perder o caráter lúdico do uso do controle de videogame. O professor pode criar cenas que reproduzam os experimentos realizados presencialmente no laboratório, mas introduzir variações em alguns parâmetros para que os alunos possam interagir com mais situações. Para realizar as simulações físicas foi utilizada a engine ODE, enquanto a renderização das cenas foi executada pela OpenGL. Questionários que foram aplicados aos alunos antes e depois de utilizarem o ambiente virtual contextualizado para o ensino de Física e seus resultados mostraram que o ambiente pode ser utilizado de maneira complementar, à aula tradicional, principalmente nas situações em que a aprendizagem acontece por repetição de tarefas<br>Abstract: As a complement to Physics laboratories in Engineering course, this work aimed to developping a environment that simulates a Classical Mechanics virtual laboratory using an interactive three-dimensional interface, similar to video games. The virtual environment helps students with difficult in Physics by using video game control. For the techaer, the possibility to create scenes that reproduce the experiments conducted in the laboratory, varying some parameters so that students can interact with most situations, could bring good oportunities to improve the classes. For the physical simulation was used the ODE engine and the OpenGL to scenes rendering and for interface to motion tracking object was Wii Remote control chosen, due to be relatively cheap and it allow to get the user hand movement in space.Tests with 27 students proved that Wii Remote is a valid 3D cursor controller and the environment can be used in a complementary way, the traditional classroom, especially in situations where learning happens by repeating tasks<br>Mestrado<br>Engenharia de Computação<br>Mestre em Engenharia Elétrica
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Bley, Susan Marie. "Applying technology to meet correctional educator needs." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2706.
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This study focuses on defining correctional education and correctional educators and identifying characteristics of correctional students. This study specifically focuses on the Tri-County Correctional Education Association. A Web site has been developed for this association in order to support and inform the correctional educators.
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Laisney, Patrice. "Intermédiaires graphiques et conception assistée par ordinateur : Étude des processus d’enseignement-apprentissage à l’oeuvre dans l’éducation technologique au collège." Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM3049.
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Au niveau du collège, la technologie est une discipline générale qui s'adresse à tous les élèves. Ainsi, plus que jamais, au 21ème siècle, la connaissance du monde des objets fait partie de la culture du citoyen. Pour autant la technologie au collège est une discipline encore en construction, les objets de savoir sont partiellement définis et la recherche en didactique de la technologie a encore de nombreux terrains à explorer. Cette thèse s'intéresse aux enseignements technologiques au collège et particulièrement à la conception d'objet. Dans un premier temps, notre but est de répondre, de manière empirique, à la question suivante : quelles sont les difficultés rencontrées par les élèves en situation de conception? A titre exploratoire, nous analysons l'activité d'élèves en train de résoudre collectivement un problème de conception. Nous envisageons dans un deuxième temps d'analyser plus particulièrement les difficultés liées à la production de représentations des solutions possibles au travers du rôle que jouent les outils informatiques de conception assistée par ordinateur. Il s'agit donc de réfléchir à l'intégration de ces outils dans l'enseignement de la technologie au collège. L'utilisation d'intermédiaires graphiques modifierait-elle et dans quel sens les performances des élèves de 5ème dans la phase de recherche de solutions? Le recours aux théories de l'action pour observer l'activité conjointe de l'enseignant et de l'élève se révèle pertinent dans un domaine ou on attend de la recherche qu'elle apporte un tant soi peu des réponses. Au travers des résultats qu'elle propose, cette thèse contribue à la communauté des didacticiens des sciences et de la technologie<br>At the level of the middle school, the technology is a general discipline which addresses all the pupils. So, more than ever, in 21th century, the knowledge of the world of objects is a part of the culture of the citizen. Nevertheless, the technology in middle school is a discipline still under construction, the objects of knowledge are partially defined and the research in didactics of the technology still has numerous questions to investigate. This thesis discusses the design activity of students in middle school (pupils aged 11-15) in France and particularly to designing object. At first, our purpose is to answer, in an empirical way, the following question: what are the difficulties met by the pupils in situation of design? In the exploratory way, we analyze pupils' activity resolving collectively a problem of design. We intend secondly to analyze more particularly the difficulties bound to the production of representations of the possible solutions through the role which play the computing tools of computer-aided design. It is a way to think about the integration of these tools in the teaching of the technology in middle school. Would the use of graphic intermediaries modify and in which sense the performances of the pupils of 5th in the phase of research for solutions? The recourse to the theories of the action is relevant to observe the joint activity of the teacher and the pupil, especially in a domain or we expect from the research that she brings one so much one few answers. Through the results which she proposes, this thesis contributes to the community of the didacticiens of the sciences and the technology
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Gabriel, Marcelo Luiz Dias da Silva. "A tecnologia da informa????o e comunica????o como processo mercadol??gico em sala de aula : an??lise da atitude dos professores de gradua????o em administra????o de empresas." FECAP - Faculdade Escola de Com??rcio ??lvares Penteado, 2005. http://132.0.0.61:8080/tede/handle/tede/287.
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Previous issue date: 2005-02-25<br>The purpose of this research was to evaluate the business administration undergratuate course teachers' perception of information and communication technology usage in classroom as a marketing process according to their age, gratuate degree, teaching experience and proessional (non-teaching) experience. In order to achieve this result, the resource's availability in terms of technology were evaluated, the pertinence of technology in the teaching-learning process of business administration, their usage and personal qualification were evaluated and the student's capacity as well and how they understand the techno-based courses in terms of an offer (product and service) to a certain need (demand) from different customers as the student, the hiring organization and the society as a whole. After the literature review, a questionnaire was created in order to establish an inventory of respondents' demographic data and 24 questions to be answered through a Likert's scale of five alternatives. The resulting data were evaluated using the SPSS software, release 12. Both Factorial and Discriminant Analysis were used. As result of research, relevant issues were observed. The less age respondents had a more positive perception of technology's benefits to the different social actors involved in the process, as the less graduate degree's respondents were unanimous in state their agreement with the techno-based class as a marketing oriented approach<br>O presente trabalho de pesquisa teve como finalidade avaliar a vis??o dos professores dos cursos de gradua????o em administra????o de empresas sobre o uso da tecnologia da informa????o e comunica????o em fun????o de sua idade, titula????o acad??mica, experi??ncia docente e experi??ncia profissional n??o docente como processo mercadol??gico. Objetivou-se identificar a disponibilidade de recursos dispon??veis, avaliar a percep????o dos respondentes quanto ?? relev??ncia do uso da tecnologia no processo ensino-aprendizagem de administra????o de empresas, seu uso e capacita????o, mensurar a capacita????o dos alunos no uso de internet e e-mail e seu entendimento do uso da tecnologia no ensino como processo resposta (oferta de produto/servi??o) a uma necessidade (demanda) do mercado, composto de alunos, futuros empregadores e sociedade. Ap??s elabora????o do referencial te??rico foi elaborado um instrumento de pesquisa (question??rio) para defini????o de um invent??rio dos respondentes e 24 assertivas para serem respondidas mediante a escolha de cinco alternativas, de acordo com a escala de Likert. Os dados resultantes foram analisados com o apoio do software SPSS (Statistical Package for Social Sciences) base 12, atrav??s dos m??todos de an??lise fatorial e an??lise discriminante. Como resultado da pesquisa foi observado que os respondentes com menos idade demonstraram uma vis??o mais positiva em rela????o aos benef??cios da tecnologia para os diferentes atores sociais envolvidos (aluno, institui????o, empresa contratante e sociedade), bem como os respondentes com menor titula????o acad??mica que, embora exercendo suas atividades em IES menos aparelhadas, concordam que a tecnologia na sala de aula ?? uma resposta ??s necessidades do mercado de forma un??nime.
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Knifsund, Camilla. "Rektorers arbete med kompetensutveckling av lärares erfarenhetsbaserade undervisning." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78611.
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Syftet med denna studie är att få en förståelse för hur rektorer väljer att organisera kompetensutveckling för lärare gällande erfarenhetsbaserad undervisning. Min empiri är insamlad med hjälp av datorstödda mailintervjuer. I och med detta söker jag mönster i respondenternas olika svar utifrån en fenomenografisk ansats. Studiens resultat har gett svar på de frågeställningar som studien utgår ifrån och resultatet visar på en stor variation. Dels finns det variation i respondenternas tolkning av begreppet erfarenhetsbaserad undervisning och det finns även variationer kring deras tolkning av styrdokumenten. Det går också att se olikheter gällande den kompetensutveckling som rektorer organiserar för lärare. På grund av de variationer som råder i samtliga utsagor så kan det bli aktuellt att lyfta vikten av centraliserad tolkning av bärande begrepp på nationell nivå för att komma så nära likvärdig undervisning som möjligt.<br>The aim of this study is to gain an understanding how the principals choose to develop teacher competence in experience-based teaching. I seek patterns in the different interview answers based on phenomenographic approach. My empirical data was collected with the help of computer-aided mail interviews. The results of the study have given answers to the questions on which the study is based upon and the results show a great variation. Variation in the interpretation of the concept of experience-based teaching and the governance document. But the results also vary regarding the skills development the principals offers teachers. Due to the variations that seem to prevail in all statements, it may be relevant to emphasize the importance of centralized interpretation of key concepts at the national level, in order to get as close to equivalent teaching as possible.
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Phoungsub, Montiya. "Conception d'un dispositif d'aide à la rédaction en FLE par incitations et socialisation." Phd thesis, Université de Grenoble, 2013. http://tel.archives-ouvertes.fr/tel-00959834.
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Cette recherche, qui relève du domaine de l'apprentissage des langues assisté par ordinateur, se penche sur diverses aides logicielles pouvant faciliter l'activité scripturale en Français Langue Etrangère. Le cadre théorique s'inspire de la linguistique textuelle (Adam, notamment), des travaux portant sur les processus rédactionnels des apprentis-scripteurs, particulièrement en L2 et de l'approche par tâches dans la didactique des langues. Le terrain est constitué d'étudiants thaïlandais de la Section de Français à l'Université de Chiang Maï en Thaïlande, dont le niveau en français se situe entre B1 et B2. Le dispositif d'écriture a été organisé à partir d'une plateforme d'apprentissage en ligne Moodle permettant, d'une part, la présentation de contenus et, d'autre part, la pratique du feedback entre pairs via le forum de la plateforme. Nous avons également expérimenté, dans notre recherche, une aide logicielle à la rédaction, ScribPlus. Cette application, version Internet de logiciels hors-ligne des années 1990 (Scrivere con Word Prof, Gammes d'écriture), vise à développer des compétences de production textuelle chez les apprentis scripteurs par une série d'incitations débouchant sur la génération d'une ébauche de texte. L'ensemble du dispositif (Moodle, ScribPlus, consignes, textes supports) a fait l'objet d'une première mise œuvre et d'un recueil de données ; celles-ci ont été analysées dans le but d'améliorer le dispositif. Il a ainsi été possible de faire une seconde expérience en modifiant certains paramètres, notamment les incitations de ScribPlus et le lien lecture-écriture. Les analyses, de nature essentiellement qualitative, se sont fondées sur le système d'incitations de ScribPlus, sur des entretiens semi-directifs avec les étudiants, sur les productions écrites et les feedbacks laissés sur le forum de ces derniers. Leur but était de dégager les apports et les limites du dispositif d'écriture afin de proposer un certain nombre d'améliorations. Cette recherche relève donc de la recherche-action, voire de la recherche développement.
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Adjaoute, Akli. "Rylm : générateur de systèmes experts pour les problèmes d'aide aux diagnosticsYkra : système d'enseignement." Paris 6, 1988. http://www.theses.fr/1988PA066005.
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REINDLOVÁ, Jitka. "Užití Derive ve výuce matematiky." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-45565.
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The aim of this thesis is the creation of model examples for teachers that can be used in mathematics lessons on basic and secondary schools. The learners are taught how to complete picture from geometry formations set with mathematics formula. This is, according my point of view, the best way how to motivate the learners of any age. The partial aim was to create a summary of theme units which can be used as a source for the pictures' creation. The whole thesis is divided into 7 chapters. Each of them consists of the introduction to the issue, a model example and exercises on the issue and their solutions.
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Van, der Merwe Nicolette. "Teaching fashion computer aided design (CAD) : a design research approach." 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001786.
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M. Tech. Fashion Design and Technology<br>For students to remain competitive in their respective industries, it has become essential for them to be trained in the use of discipline relevant software programs. When focusing on Computer Aided Design (CAD) training for fashion specifically, certain challenges arise. Traditionally software instruction focused on teaching the interface, tools and functions of a software program as opposed to it being used appropriately within the context of a particular discipline. As a result, students struggle to recall the steps they need to follow and consequently also to apply their newly gained knowledge to project work. Compounding this, high-end fashion-specific design packages, such as Lectra, are not suitable for use by individuals due to its expensive nature. The use of these packages is similarly limited in its use via departmental computer laboratories due to licencing restrictions. The licencing of mid-range design packages such as the Adobe Creative Suite might be more affordable, but at an institutional level it is still regarded as expensive and also only installed in departmental computer laboratories, again limiting students access. Even where a student owns a personal computer, purchasing the Adobe Creative Suite (at discount) may not be viable. However, despite it being intended for other design disciplines resulting in large parts of the program becoming redundant for Fashion use, Adobe Photoshop still remains the best possible, most affordable and preferred alternative package with the capacity for long-term use. The challenge arises where the lecturer is required to teach students against the backdrop of the problems mentioned above. Curricula rarely keep up with industry requirements and the onus falls on the lecturer to employ methods and tools to adapt and change within the confines of the curriculum structure itself. Software instruction should ideally take place in a manner that will aid the retention of the students user knowledge and be integrated with their project work. Resultantly, an innovative approach to teaching had to be developed and tested. v Observing, identifying and aiding the resolution of students learning problems place the lecturer within a participatory anthropological, natural environment. As such the research study was qualitative in nature. Appropriately, this study did not propose to merely better the current (inadequate) situation observed in the classroom. Instead, it created an entirely new learning environment aimed at addressing the students pre-determined and quantifiable needs through the student-centred teaching method of Concurrent Cycle Instruction (CCI). The chosen methodology: Design Research (DR), provided the framework against which the new CCI method could be tested and data relating to its efficacy could be gathered. The findings of the research study are based on an analysis of the data that was mined as part of the small-scale design experiment.
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YANG, HUNG CHUN, and 楊宏駿. "Design of a Computer Aided Teaching Apparatus for PLC Courses." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/60448788809107832604.
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Tsai, Chia-Ching, and 蔡嘉景. "The development of interactive computer aided badminton single and tactical teaching system." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/05978742514695903859.
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碩士<br>國立體育大學<br>運動科學研究所<br>97<br>Badminton is a well-know sport, and it's suitable for everyone from elders to children in Taiwan. It is also a part of curriculum in almost every elementary school, so students can chose not only ordinary physical education lesson like track and field. The players require a high level of skill to perform a wide variety of basic strokes in the right situations. To do so, players need years of practices. And also, the application of strategy is very difficult for novice. However, the traditional badminton curriculum is limited by time and space. For example, students don't have enough time being at school to practice, nor get feedback from teacher immediately after class. The CAI (Computer-Assisted Instruction)provide“any time, any where” motor learning environment through internet. The virtual instructor in computer program could repeat and repeat again without being tired, and students can get help from teachers, or discuss with others. The purpose of this study is to combine internet and interactive flash, which provide the control of the steps of players or the trajectory of the shuttlecock, allowing learners to create their won strategy. In the mean time, the system record students' operation, which let teachers to evaluate students' performance. Teachers also can save their teaching materials, so students can preview or review them. The expected contribution of the system is to assist teacher in badminton strategy curriculum, which can get what students have learn from the system to make sure that students reach the goal of cognitive, affective and psycho-motor. Finally,We hope the Implementation in this study could be a base or a model for future development of ball-sports learning system.