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1
Brown, LaVonda N. "Developing an engagement and social interaction model for a robotic educational agent." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/54440.
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Effective educational agents should accomplish four essential goals during a student's learning process: 1) monitor engagement, 2) re-engage when appropriate, 3) teach novel tasks, and 4) improve retention. In this dissertation, we focus on all of these objectives through use of a teaching device (computer, tablet, or virtual reality game) and a robotic educational agent. We begin by developing and validating an engagement model based on the interactions between the student and the teaching device. This model uses time, performance, and/or eye gaze to determine the student's level of engagement. We then create a framework for implementing verbal and nonverbal, or gestural, behaviors on a humanoid robot and evaluate its perception and effectiveness for social interaction. These verbal and nonverbal behaviors are applied throughout the learning scenario to re-engage the students when the engagement model deems it necessary. Finally, we describe and validate the entire educational system that uses the engagement model to activate the behavioral strategies embedded on the robot when learning a new task. We then follow-up this study to evaluate student retention when using this system. The outcome of this research is the development of an educational system that effectively monitors student engagement, applies behavioral strategies, teaches novel tasks, and improves student retention to achieve individualized learning.
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Cao, Chunhua. "Exploring the Test of Covariate Moderation Effect and the Impact of Model Misspecification in Multilevel MIMIC Models." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6688.
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In multilevel MIMIC models, covariates at the between level and at the within level can be modeled simultaneously. Covariates interaction effect occurs when the effect of one covariate on the latent factor varies depending on the level of the other covariate. The two covariates can be both at the between level, both at the within level, and one at the between level and the other one at the within level. And they can create between level covariates interaction, within level covariates interaction, and cross level covariates interaction. Study One purports to examine the performance of multilevel MIMIC models in estimating the covariates interaction described above. Type I error of falsely detecting covariates interaction when there is no covariates interaction effect in the population model, and the power of correctly detecting the covariates interaction effect, bias of the estimate of interaction effect, and RMSE are examined. The design factors include the location of the covariates interaction effect, cluster number, cluster size, intra-class correlation (ICC) level, and magnitude of the interaction effect. The results showed that ML MIMIC performed well in detecting the covariates interaction effect when the covariates interaction effect was at the within level or cross level. However, when the covariates interaction effect was at the between level, the performance of ML MIMIC depended on the magnitude of the interaction effect, ICC, and sample size, especially cluster size. In Study Two, the impact of omitting covariates interaction effect on the estimate of other parameters is investigated when the covariates interaction effect is present in the population model. Parameter estimates of factor loadings, intercepts, main effects of the covariates, and residual variances produced by the correct model in Study One are compared to those produced by the misspecified model to check the impact. Moreover, the sensitivity of fit indices, such as chi-square, CFI, RMSEA, SRMR-B (between), and SRM-W (within) are also examined. Results indicated that none of the fit indices was sensitive to the omission of the covariates interaction effect. The biased parameter estimates included the two covariates main effect and the between-level factor mean.
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DIRKS, STEFANIE. "An Appalachian Arts Project: A New Model to Promote Communal Art Interaction." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211923981.
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Mohammed, Mufasir Muthaher. "Enterprise Resource Planning Model for Connecting People and Organization in Educational Settings." Thesis, Blekinge Tekniska Högskola, Avdelningen för för interaktion och systemdesign, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4166.
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In this age of overwhelming technological innovation, organizations expect better prospectus and strategy for improving business in their own specific areas of interest. Organizations want to open new horizons by developing new communication techniques for communicating with their clients. With this step, they want to reduce the communication barrier between their clients and the organization itself. In future, organizations will use improved techniques for getting connected with their clients. When we talk about an educational organization it becomes very important for an educational institution to communicate with their students. The educational organizations have improved a lot in providing services to their students. But, there is lots of work to be done in the field of connecting the students with the educational institutions. If there is a good means of communication between students and the organization then there would be more scope for the aspiring students to join the institution. If an educational organization develops a medium for better communication with their students, that will help the university in finding new relations with aspiring students. In my thesis, I will explore the frameworks used in an educational setting using Enterprise Resource Planning model in developing Student community portal. Enterprise Resource Planning is used to integrate all the modules of the community portal, to maintain integrity of the system. I will also find the requirements that are necessary for developing such interactive system. This investigation will be helpful for developing a Student community portal; it helps to know about the services provided by the educational organization and for mutual communication in the student community. By this approach, it becomes very easy for a two way communication between the university and Student community. This will help to develop a framework and creates Design Pattern Architecture for the development of interactive system for student community in educational organizations.Email: mufasirs@gmail.com Phone: +919390120586,+919347393001
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Moore, Deborah Sarah. "Creativity and the New Technologies : Developing a Model of Interaction to Inform Practice and Pedagogy in the Educational System." Thesis, Manchester Metropolitan University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504539.
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Mosser, Brent Steven. "The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281706037.
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Danielsson, Louise. "Det teckenspråkiga klassrummet : en arena för möte mellan elever och lärare." Licentiate thesis, Stockholms universitet, Specialpedagogiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-93151.
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The aim of this study is to investigate the interaction in sign language in a classroom in the special school for deaf and hard of hearing pupils. Three questions are of particular interest: What characterizes interaction in educational situations where the whole class is present compared to half the class and when the pupils in small groups are solving problems given by the teacher? How are a hearing and a deaf teacher interacting in the classroom? And How are boys and girls interacting in different educational situations? Theoretically the study is based on an educational interaction model. Of particular interest in this model are restrictive and permissive aspects of teaching and factors stimulating pupil participation. Symbolic interactionism has been used in the interpretation of face-to-face interaction in sign language. Video recordings of classroom interaction in natural sciences were documented in a class in the special school comprising 17 pupils and three teachers. A total of seven lessons were recorded consisting of whole class teaching, half class teaching and problem solving in small groups. Of the pupils ten were girls and seven were boys and of the teachers one was hearing and one was deaf. The third teacher was only temporarily in the class and was not included in the analysis. The recorded material was transcribed and analyzed in six steps. The results show that the teachers are most restrictive in whole class teaching while there is more participation from the pupils in half class teaching. In the small group problem solving the teachers seem to be more interested in the group process than in getting an answer to the problem. This gives a lot of room for individual actions and interaction of a relational kind rather than educational. There tend to be some visible differences between the hearing and the deaf teacher. The former uses a more individual approach towards the pupils, I-Gaze, which leaves room for the pupils to be engaged in other activities. The deaf teacher on the other hand keeps all the pupils engaged by using a group approach, G-Gaze. Other differences are the use of literacy tools where the deaf teacher situates the material and keeps the attention of the pupils by telling a narrative. Concerning differences between boys and girls it is evident that the boys are more dominant in whole class and half class interactions while the girls tend to take over the teacher role in small group interaction. These results are discussed in relation to theoretical background and research on classroom interaction in the compulsory school and in schools for deaf pupils.
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Catalá, Bolós Alejandro. "AGORAS: Augmented Generation of Reactive Ambients on Surfaces. Towards educational places for action, discussion and reflection to support creative learning on interactive surfaces." Doctoral thesis, Universitat Politècnica de València, 2012. http://hdl.handle.net/10251/16695.
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La creatividad es una habilidad de especial interés para el desarrollo humano
dado que es una de las dimensiones que permite al individuo y en última
instancia a la sociedad enfrentarse a nuevos problemas y retos de forma
satisfactoria. Además de entender la creatividad como una serie de factores
relativos al individuo creativo, debe tenerse en cuenta que el grado de
motivación intrínseca, el entorno y otros factores sociales pueden tener un
efecto relevante sobre el desarrollo de esta importante habilidad, por lo que
resulta de interés explorarla en el contexto de utilización de tecnologías de la
información.
En particular, dado que los procesos comunicativos, el intercambio de ideas y
la interacción colaborativa entre individuos son un pilar fundamental en los
procesos creativos, y también que en gran medida todas ellas son características
mayormente facilitadas por las mesas interactivas, una de las principales
contribuciones de esta tesis consiste precisamente en la exploración de la
idoneidad de las superficies interactivas en tareas creativas colaborativas de
construcción en estudiantes adolescentes. Partiendo del estudio realizado, que
aporta evidencia empírica acerca de la adecuación de las superficies interactivas
como tecnología de potencial para el fomento de la creatividad, esta tesis
presenta AGORAS: un middleware para la construcción de ecosistemas de
juegos 2D para mesas interactivas, y cuya idea final es entender actividades de
aprendizaje más enriquecedoras como aquellas que permiten la propia creación
de juegos y su posterior consumo.
En el contexto de esta tesis también se ha desarrollado un toolkit básico para
construcción de interfaces de usuario para superficies interactivas, se ha
desarrollado un modelo de ecosistema basado en entidades que son simulables
de acuerdo a leyes físicas; y se ha dotado al modelo de aproximación basada en
reglas de comportamiento enriquecidas con expresiones dataflows y de su
correspondiente editor para superficies.Catalá Bolós, A. (2012). AGORAS: Augmented Generation of Reactive Ambients on Surfaces. Towards educational places for action, discussion and reflection to support creative learning on interactive surfaces [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/16695
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Mosqueda, Gilberto 1974. "Interactive educational models for structural dynamics." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/50365.
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Matheus, Natália de Mesquita. "A sensibilidade do Ideb a variáveis educacionais avaliada por um modelo matemático." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/16174.
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The present study aimed at evaluating the functionality of CHAID to analyze educational data by demonstrating Ideb s sensitivity to different aspects of educational system. The dependent variables were Ideb 2011 from initial and final series of the elementary years; the independent variables were considered separately in a multilevel analysis. At the first level, considered independent variable were the cities former performance measured by the Ideb at 2005, 2007 and 2009; at the second level, the cities budget with education, such as student cost and the percentage of investments at basic education, and others came into focus; and, at the third level, the independent variables considered were demographic data such as region, State, index of human development and influence region. The results shown at the first level indicate a direct relationship between higher scores at the dependent variable and at former performance. Most of the cities with higher scores in 2009 showed higher scores at the Ideb in 2011 and those cities with lower scores in former performances (in 2009, 2007 and, some cases even in 2005) showed lower scores in 2011. At the second level, the results indicate that the effects produced by most recent expenditure (from 2011) are less relevant than those expended earlier (in 2009). Those data suggest that the effects from financial investments in education are / will probably be seen at medium or long term. At the third level, the State was a more significant variable than region and the other tested variables. Statistical algorithms CHAID and exhaustive-CHAID showed to be effective to identify significant variables related to academic performance measured by Ideb, with the production of comprehensive information without losing the specifies of each reality. However, exhaustive-CHAID, turned out to be a more rigorous than CHAID in the selection of variables. It was demonstrated that the multilevel analysis produced different results whern compared with the comprehensive analysis. It suggests an important effects from the interaction among all tested variables. The availability of educational data for identification and analysis of relationships between political actions and its educational outcomes is discussed. Finally,, the contributions of behavior analysis to the interpretation and analysis of people involved at educational policy behavior are considered
O presente trabalho teve como objetivo avaliar a funcionalidade do modelo CHAID para a análise de dados educacionais por meio da demonstração da sensibilidade do Ideb a diferentes aspectos do sistema educacional. As variáveis dependentes do presente estudo foram o Ideb 2011 municipal dos anos iniciais e finais do ensino fundamental e as variáveis independentes foram consideradas separadamente em uma análise multinível. No primeiro nível, considerou-se o desempenho anterior do município no Ideb em 2005, 2007 e 2009; no segundo nível, a execução orçamentária do município, tais como gasto-aluno e porcentagem de investimentos na educação básica, dentre outros; e, no terceiro nível, dados demográficos, como região do país, UF, índice de desenvolvimento humano do município e região de influência. Os resultados no primeiro nível apontam uma relação direta entre índices elevados na VD e em desempenhos anteriores: a maior parte dos municípios com desempenho superior em 2009 apresentaram índices elevados no Ideb em 2011 e aqueles com desempenho inferior em avaliações anteriores (em 2009, 2007 e, em alguns casos, em 2005) apresentaram índices baixos em 2011. No segundo nível, os resultados indicaram que os efeitos gerados por gastos mais recentes (de 2011) são menos relevantes do que aqueles realizados anteriormente (em 2009). Esses dados sugerem que o efeito de investimentos financeiros na educação é/será mais provavelmente observado a médio ou longo prazo. No terceiro nível, a Unidade da Federação se mostrou mais relevante do que a região do país e as demais variáveis testadas. O modelo CHAID, nas duas formas testadas (CHAID e exhaustive-CHAID), se mostrou efetivo para a identificação das variáveis significativamente relacionadas ao desempenho acadêmico, aferido pelo Ideb, produzindo informações abrangentes, mas sem que se percam as especificidades de cada realidade, tendo sido o modelo exhaustive-CHAID mais rigoroso na seleção de variáveis. Demonstrou-se que a análise multinível produz resultados diferentes da análise geral das variáveis, sugerindo importantes efeitos da interação entre elas. Discute-se a disponibilidade de dados educacionais para a identificação e análise de relações entre ações políticas e seus efeitos educacionais. Por fim, nas considerações finais, apresentam-se algumas das contribuições da Análise do Comportamento à análise e interpretação dos comportamentos das pessoas envolvidas na Política Educacional
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Gould, Edward. "Interactive decision support systems and activity theory a population projection flow model for strategic planning in education /." Access electronically, 1995. http://ro.uow.edu.au/theses/257.
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Kissane, Barry. "Models for harnessing the Internet in mathematics education." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80384.
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In recent years, the Internet has increasingly been used to provide significant resources for student to learn mathematics and to learn about mathematics, as well as significant resources for teachers to support these. Effective access to and use of these has been hampered in practice by limited facilities in schools and the limited experience of many mathematics teachers with the Internet for mathematical purposes. This paper offers models for understanding the effective use of Internet resources, based on typologies of resources for learning and teaching mathematics. Six categories of Internet resources for mathematics student use are identified: (i) Interactive resources; (ii) Reading interesting materials; (iii) Reference information; (iv) Communication; (v) Problem solving; and (vi) Webquests. Similarly, five categories of Internet resources for mathematics teacher use are identified: (i) Lesson preparation; (ii)
Official advice and support; (iii) Professional engagement; (iv) Commercial activity and support; and (v) Local school web sites. The paper recognises that web resources can be used in a range of ways, including supporting both teaching and learning. The prospects for sound use of the Internet are briefly described in terms of these models of use.
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Adams-Gardner, Myrtle Grace. "Psychosocial barriers to participation in adult learning and education: Applying a psychosocial Interaction model." University of the Western Cape, 2018. http://hdl.handle.net/11394/6555.
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Magister Educationis (Adult Learning and Global Change) - MEd(AL)Adult learners’ perception of factors that are internal to their perceived control of their lives can be challenging to overcome when making a decision to participate in learning. There are complex relationships between psychological, and social barriers to participation in adult learning. Psychosocial barriers can deter adults’ participation in learning programmes. Understanding the nature of such barriers can enable policymakers, educators and adult learners create strategies to reduce such barriers in order to increase adults’ participation in adult learning. This study investigated the research question: What are adult learners’ perceptions of psycho-social factors that undermine participation in adult education and learning? The psycho-social interaction model adopted as a conceptual framework allowed the study to contextualise and analyse the effects of socio-economic status on the adult learner’s decision and readiness to participate. The model provided the broad segments of the adult learners’ pre-adulthood and adulthood learning years and through a thematic analysis attempted to analyse psychosocial factors that emerged as barriers to participatory behaviour in learning. An interview guide was used during a semi-structured interview. The study investigated a group of adult learners attending a non-formal learning programme in Central Johannesburg, South Africa. The selection of participants included 6 males and 4 females between 21 years to 49 years of age. The study findings showed that the adult learners’ perceptions of family support as well as the learning environment support are key enabling factors, which assist the adult learner to develop learning capabilities. Negative experiences with prior schooling was also described as a psychosocial barrier to participation. Age was a socio-economic variable that influenced the type of stimuli participants identified as a psycho-social factor which influenced their decision to take up further learning. Adult learners felt confident to successfully complete their current and future studies however perceived their learning press as a motivating factor that impacted their decision to participate. Findings also suggested that experiences of adult learners are unique to their specific context and educational planning can integrate ways to address enhancement of learning experiences for a diverse learner audience in non-formal learning programmes. The study concluded that while adult learners acquire social competencies through accessing non-formal programmes, further learning support is necessary to overcome the social and psychological complexities needed to develop basic academic learning capabilities.
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Adams-Gardner, Myrtle. "Psychosocial barriers to participation in adult learning and education: Applying a PsychoSocial Interaction Model." University of the Western Cape, 2018. http://hdl.handle.net/11394/6482.
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Magister Educationis (Adult Learning and Global Change) - MEd(AL)Adult learners’ perception of factors that are internal to their perceived control of their lives can be challenging to overcome when making a decision to participate in learning. There are complex relationships between psychological, and social barriers to participation in adult learning. Psychosocial barriers can deter adults’ participation in learning programmes. Understanding the nature of such barriers can enable policymakers, educators and adult learners create strategies to reduce such barriers in order to increase adults’ participation in adult learning. This study investigated the research question: What are adult learners’ perceptions of psycho-social factors that undermine participation in adult education and learning? The psycho-social interaction model adopted as a conceptual framework allowed the study to contextualise and analyse the effects of socio-economic status on the adult learner’s decision and readiness to participate. The model provided the broad segments of the adult learners’ pre-adulthood and adulthood learning years and through a thematic analysis attempted to analyse psychosocial factors that emerged as barriers to participatory behaviour in learning. An interview guide was used during a semi-structured interview. The study investigated a group of adult learners attending a non-formal learning programme in Central Johannesburg, South Africa. The selection of participants included 6 males and 4 females between 21 years to 49 years of age. The study findings showed that the adult learners’ perceptions of family support as well as the learning environment support are key enabling factors, which assist the adult learner to develop learning capabilities. Negative experiences with prior schooling was also described as a psychosocial barrier to participation. Age was a socio-economic variable that influenced the type of stimuli participants identified as a psycho-social factor which influenced their decision to take up further learning. Adult learners felt confident to successfully complete their current and future studies however perceived their learning press as a motivating factor that impacted their decision to participate. Findings also suggested that experiences of adult learners are unique to their specific context and educational planning can integrate ways to address enhancement of learning experiences for a diverse learner audience in non-formal learning programmes. The study concluded that while adult learners acquire social competencies through accessing nonformal programmes, further learning support is necessary to overcome the social and psychological complexities needed to develop basic academic learning capabilities.
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Blanton, William H. "A Regression Model of the Interactions Between Higher Education and High-tech Industries in East Tennessee and Southwest Virginia." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2882.
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This study examined the interactions--(1) research grants and contracts, (2) faculty consultation, (3) employee training, (4) student internships and co-ops, (5) universities sharing firm facilities, and (6) firms sharing university facilities--between higher education and high-tech industries in East Tennessee and Southwest Virginia using multiple regression modeling. The purpose of the study was the development of a vision of what the future could be and the strategies to successfully overcome the threats and enrich the opportunities that exist between higher education and high-tech industries. Data were collected from the engineering and engineering technology faculty at Tennessee Technological University, East Tennessee State University, Virginia Polytechnical Institute and State University, the University of Tennessee at Knoxville, and the University of Tennessee at Chattanooga and selected high-tech firms in East Tennessee and Southwest Virginia. The analytical process included four phases: (1) data collection and preparation, (2) reduction of independent variables, (3) model refinement, and (4) model validation. The analysis suggested that large universities with well-defined organizational channels seemed to have an advantage in obtaining research grants and contracts from large firms that were strongly involved in research and development. Likewise, faculty members seemed to use the facilities of large high-tech firms that were near to the university. More importantly, the study emphasized the mutual benefits that universities and industries could share through university-industry interactions if each could overcome formidable barriers that have been established through tradition, culture, and bureaucratic processes.
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Abou-Dagga, Sanaa Ibrahim. "Factors related to the adoption of a two-way interactive distance education technology instrument development, instrument validation, and causal model testing /." Full text available, 1995. http://images.lib.monash.edu.au/ts/theses/aboudagga.pdf.
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Itauma, Udoh Charles. "Exploring the interaction-influence pattern in certain academic departments using the role episode model /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266011222937.
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Zolna, Jesse S. "Two stage process model of learning from multimedia guidelines for design /." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/22668.
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Thesis (Ph. D.)--Psychology, Georgia Institute of Technology, 2008.Committee Chair: Richard Catrambone; Committee Member: James Foley; Committee Member: Mark Guzdial; Committee Member: Paul Corballis; Committee Member: Wendy Rogers.
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Lietart, Armand. "Les TICE et l'innovation pédagogique dans l'enseignement supérieur : comment et pourquoi les modes de l’interaction humaine évoluent-ils dans les systèmes d’information pédagogique ?" Thesis, Bordeaux 3, 2015. http://www.theses.fr/2015BOR30057/document.
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Dans le cadre du processus de Bologne et de l’évolution des pratiques traditionnelles vers des modes plus flexibles d’enseignement, notre projet de recherche en cours se propose d’analyser les modalités innovantes d’utilisation des TICE dans les processus d’apprentissage et d’enseignement ainsi que dans les communautés de pratique. Depuis plusieurs années, le concept d’eLearning est entré dans le langage pédagogique et dans les institutions d’enseignement. La plupart des sources consultées le définissent généralement comme un « apprentissage soutenu par les technologies de l’information et de la communication (TIC) » Il s’agit là de définitions intéressantes qui relient l’apprentissage (considéré comme objectif de l’action) avec les technologies (considérées le plus souvent comme un moyen). Cette proximité dans la définition ne signifie pas causalité. Jusqu’ici, toutes les recherches sur les différentes formes de technologies qui sont apparues dans les trente dernières années (de l’EAO au Cédérom interactif), ont conclu en l’importance du dispositif pédagogique dans lequel les outils technologiques sont immergés (Kadiyala & Crynes, 2000). Ceci peut expliquer une grande partie des recherches actuelles sur les conditions d’efficacité des technologies de l’information et de la communication (Technology Enhanced Learning) dans l’éducation (Quelles méthodes ? Quels dispositifs ?) et la recherche des valeurs ajoutées (Quels résultats ?). D’autres recherches ont vu dans les technologies un catalyseur et un accélérateur de l’innovation pédagogique dans les institutions (Liétart, 2007). Dans ce sens, le contexte des Universités de la Communauté française de Belgique (et/ou européennes) est particulièrement intéressant à investiguer : le mélange actuel de formes d’enseignements très variées, les usages technologiques principalement autour de certaines plates-formes comme Claroline (pour bon nombre de partenaires potentiels), la présence de disciplines d’enseignement contrastées, les formes tout aussi variées de formation des enseignants, d’encouragement aux innovations pédagogiques, les dispositifs hybrides, … constituent à la fois un terrain riche et des variables intéressantes à investiguer pour une meilleure compréhension des conditions et des facteurs de qualité de l’innovation technopédagogique et de l’interaction homme/ machineThe ICTE (Information and Communication Technologies for Education) and the Educational Innovation in the Higher Education : Why and How Human Interaction Modes Evolve within the Pedagogical Information Systems ? ”Within the framework of the Bologna process and the evolution of the traditional practices towards more flexible ways of teaching, our ongoing research project, proposes to analyse the innovative modes of the use of the ICTE in the educational and learning process just as in the practice communities. For many years, the eLearning concept came in the common educational usage and in the educational institutions. Most of the sources we refered to, generally define it as a “learning supported by the ICT”. These are interesting definitions that link the learning process (considered as the action’s goal) with the technologies (considered most of the time as a means). This closeness in the definition doesn’t mean causality. Until now, all the research on the different forms of technologies that appeared during the last thirty years (from the Teaching Assisted by Computer TAC to interactive cd) have highlighted the importance of the educational system in which technological tools are immersed (Kadiyala & Crynes, 2000). This can explain for a large part of the current researches on the conditions of the efficiency of the information and the communication technologies, (Technology Enhanced Learning) in education (Which methods? Which systems?), and the research of the added values (Which results?). Other researches consider the technologies as a catalyst and an accelerator of the pedagogic innovation in the institutions (Liétart, 2007). In that matter, the context of the Universities of the French Community of Belgium (and/or European) is particularly interesting to investigate : the much diversified current mix of educational forms, the technological uses mainly around certain platforms such as Claroline (for many potential partners), the presence of contrasting educational disciplines, the also diversified teacher’s training, the encouragement for educational innovations, the hybrid devices …constitute at the same time a rich field and interesting variables to investigate for a better comprehension of the conditions and of the quality factors of techno-educational innovation and of the human/machine interaction
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Lederman, Jonathan E. "Ethical applications of free culture applied for art education : piloting chinavine as an interactive model." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1444.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Humanities
Philosophy
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Chakraborty, Promita. "A Computational Framework for Interacting with Physical Molecular Models of the Polypeptide Chain." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/47932.
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Although nonflexible, scaled molecular models like Pauling-Corey's and its descendants have made significant contributions in structural biology research and pedagogy, recent technical advances in 3D printing and electronics make it possible to go one step further in designing physical models of biomacromolecules: to make them conformationally dynamic. We report the design, construction, and validation of a flexible, scaled, physical model of the polypeptide chain, which accurately reproduces the bond rotational degrees-of-freedom in the peptide backbone. The coarse-grained backbone model consists of repeating amide and alpha-carbon units, connected by mechanical bonds (corresponding to phi and psi angles) that include realistic barriers to rotation that closely approximate those found at the molecular scale. Longer-range hydrogen-bonding interactions are also incorporated, allowing the chain to easily fold into stable secondary structures.
This physical model can serve as the basis for linking tangible bio-macromolecular models directly to the vast array of existing computational tools to provide an enhanced and interactive human-computer interface. We have explored the boundaries of this direction at the interface of computational tools and physical models of biological macromolecules at the nano-scale. Using a CAD-biocomputational framework, we have provided a methodology to design and build physical protein models focusing on shape and dynamics. We have also developed a workflow and an interface implemented for such bio-modeling tools. This physical-digital interface paradigm, at the intersection of native state proteins (P), computational models (C) and physical models (P), provides new opportunities for building an interactive computational modeling tool for protein folding and drug design. Furthermore, this model is easily constructed with readily obtainable parts and promises to be a tremendous educational aid to the intuitive understanding of chain folding as the basis for macromolecular structure.Ph. D.
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Lim, Siew Bee. "An interactive model for in-service development of primary science teachers in Brunei Darussalam." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298775.
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Lee, Dong Yeong. "Interaction of cultures through design : Cross-Cultural Design (CCD) learning model : the development and implementation of CCD design education in South Korean higher education." Thesis, Goldsmiths College (University of London), 2016. http://research.gold.ac.uk/19468/.
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This research has arisen from an awareness of the emerging discourses about the future of design education in Korea. The country today is synonymous with advanced technology and high-quality products made by companies such as Samsung. The development of capacity for creativity and innovation in design has not yet been successfully implemented, and it has been argued that much of the responsibility lies with the education system. Currently Korean design education is focused on function, technology and solutions as well as aesthetic values; it drives students to be technically capable without understanding the value of design as a cultural activity. In order to tackle this issue, Korea has been introducing various initiatives in its design education system. These initiatives have focused on the convergence of design specialisms, as well as other disciplines outside of design. Parallel to these, this thesis suggests Cross-Cultural Design (CCD) as one of the possible elements that could aid this transformation. The findings of this thesis suggest that it is important for design students as well as educators to realise design is an activity of cultural production that can improve the quality of our lives. Cross-Cultural Design is not a new concept. There are many definitions and practical implementations found in the various fields of study and within the design industry. Although considerable efforts are being made to explore and understand cross-cultural relationships as a result of globalisation today, there has been limited discussion about cross-cultural concerns from a design practice context. Previous studies on cross-culture have focused almost exclusively on anthropology, sociology and more recently, international business and marketing. This thesis, therefore, seeks to address this gap by examining the potential of Cross-Cultural Design (CCD) practices and develop a Cross-Cultural Design (CCD) educational framework for Korean higher education that encourages designers, design students and Korean universities to become more culturally engaged. Firstly, this thesis begins by examining the current issues facing the Korean education system in Chapter 2. Chapters three and four discuss a general contribution to new knowledge by exploring the key characteristics of CCD, which are: 1) Cross-cultural understanding - understanding the cultural context for designers and the design concepts derived from an in-depth understanding of cultural differences. 2) Originality - enriched creative outputs from cross cultural practice. An ability to think creatively and design whilst retaining unique and novel ideas. 3) Practicality - new design ideas from mixing cultural codes/needs. Creation of usable design for everyday life through combined cultures. 4) Universal design - consolidated cultural needs to achieve Universal design ideas, when appropriate. Universally understandable design with minimised cultural errors and misunderstanding. 5) Cultural identity - celebrating cultural specificity to promote core identities, when appropriate. Cultural identity is also defined through culturally distinctive design, which plays an important role in structuring the Cross-Cultural Design reflection tool and template by providing a set of criteria. The five key characteristics of Cross-Cultural Design presented above are based on various findings of what constitutes the elements within the CCD model (Chapter 3 & 4). This thesis investigates design education through the development of intensive project-based short course learning activities in Chapter 5. As part of the study, five of these CCD short course activities were conducted over five years, starting in 2010. The programmes were developed and conducted in collaboration with Goldsmiths, University of London (UK), Kyung Hee University (Korea), and the Korea Institute of Design Promotion (KIDP). The focus of these education programmes moved from the inspirational benefits of cross-cultural experience, to the practicality and marketability of culturally engaged design. As a result, a CCD learning model was proposed and developed. This thesis concludes that the CCD learning model can help give a new direction to Korean design education in order to make it more process-oriented, whilst paying attention to cultural issues. This model of education could help create more user-oriented and culturally located design. Korean design education is traditionally built on art education. Cross-Cultural Design education can provide a socio-cultural contribution to the education framework, and introduce a methodological approach to designing as a cultural activity, as well as a reflective approach. Secondly, systemic problems in Korean design education means it is currently not able to meet the social and industrial demands and changes required in a developing Korean society. This thesis proposes that Cross-Cultural Design education can help develop a wider spectrum of design fields, such as convergence design education. Lastly, with regards to social problems, Korean design education suffers from a narrow conception of the possibilities of design, and does not recognise that design can extend to work with other subjects within the university. However, Cross-Cultural Design education helps students and designers understand the importance of design in our everyday lives, and more importantly, the significance of culture within design activities. In a broader context, educators can also benefit from diverse teaching methodologies; supporters such as governments can promote their national culture and boost their design industries. More importantly, consumers will have access to culturally rich and diverse products and services. The potential input of this CCD framework is to contribute to transforming Korean higher education. This framework could also be applied to other geographical contexts, but this is outside of the scope of this thesis.
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Hu, Shanshan. "AFFECT, MOTIVATION, AND ENGAGEMENT IN THE CONTEXT OF MATHEMATICS EDUCATION: TESTING A DYNAMIC MODEL OF INTERACTIVE RELATIONSHIPS." UKnowledge, 2018. https://uknowledge.uky.edu/edp_etds/71.
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The present study tested the interactive model of affect, motivation, and engagement (Linnenbrink, 2007) in mathematics education with a nationally representative sample. Self-efficacy, self-concept, and anxiety were indicators of pleasant and unpleasant affect. Intrinsic and extrinsic motivation were indicators of mastery and performance approach. Persistence and cognitive activation were indicators of behavioral and cognitive engagement. The 2012 Programme for International Student Assessment (PISA) supplied a sample of 4,978 students from the United States for structural equation modeling. The results indicated that PISA data overall supported the interactive model. Specifically, PISA data completely supported the specification of the relationship between motivation and affect, largely supported the specification of the relationship between affect and engagement, but failed to support the specification of the relationship between motivation and engagement. Finally, PISA data largely supported the specification of the mediation effects of affect on the relationship between motivation and engagement.
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Haywood, Abby C. "Reconceptualizing music education and introducing the timeline integration model: an interdisciplinary approach using socio-historical contexts." Thesis, University of Iowa, 2014. https://ir.uiowa.edu/etd/4641.
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Since the early part of the 1800s many aspects of music education have remained "very traditional" with little changes in underpinning rationales (Jorgensen, 2003, p. 3). Due to this lack of change, a divide exists "between musical ideology and education practice" (p. 4). The primary purpose of this thesis is to suggest that changing the music education profession begins with reconceptualizing music education. The secondary purpose is to propose one solution, the Timeline Integration Model. Reconceptualization is the process of challenging the atheoretical and ahistorical perspectives of traditional curricula (Pinar, 1975). Rethinking curriculum research starts at the intersections of social structure, history, and biography (Popkewitz, 1988). This philosophical qualitative research thesis presents an analysis of the social structure of School of Music programs. It uses the symbolic interaction theory to investigate how language and music-for-music's-sake ideology influence the music education profession. It briefly examines the history of music education and provides a review of literature of symbolic interaction theory and reconceptualization in relation to music education. The symbolic interaction theory is also applied to an autobiography to further investigate the social structure of School of Music programs and the music education profession. The autobiography demonstrates how social structure, history, and biography are interconnected. This thesis introduces the Timeline Integration Model. The Timeline Integration Model is an interdisciplinary approach developed by the author that uses socio-historical contexts to rethink musical learning. The Timeline Integration Model also provides teachers with tools to design meaningful and integrative lessons in K-12 general music classrooms.
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Cho, Moon-Heum. "The development of online self-regulated learning model and initial validation of human interaction component of online self-regulated learning." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6092.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 19, 2009) Includes bibliographical references.
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Steffen, Cherry O. "Preservice teachers' responses to an interactive constructivist model for web-based learning." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001527.
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Derby, LeAnn. "A model for adult noncompletion of an interactive courseware correspondence course : an analysis of Air Force Master Sergeants /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486461246816465.
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McNab, Eleanor. "Models of parent-professional collaboration : what do the parents of children with special educational needs value from their interactions with professionals?" Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/3555/.
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In the context of working towards a more equitable society, where emphasis is increasingly being placed on promoting equal opportunities for all those accessing the education system, it has been recognised that parents have the right to be heard on matters relating to their child‟s special educational needs. Parents play a vital role in contributing to their child‟s overall well-being, and although professionals may strive to work in partnership with parents, partnership is far from achieved in many cases, with some parents remaining "voiceless" or seemingly „unreachable‟. This thesis (Volume One) was produced as part of the written requirements for the Doctoral training in Educational and Applied Child Psychology and comprises four chapters. Chapter one provides an overview of the volume of work, and alerts the reader to my identity as a researcher and a Trainee Educational Psychologist (TEP) and my epistemological position within this. Chapter Two provides a review of the critical literature relating to parent-professional working and looks at the factors that have been identified as contributing to effective partnership. Chapter Three describes a small scale research study that explored parents‟ lived experiences of working with professionals in relation to their child‟s special educational needs, and sought to explore the ways in which partnership working could be improved so that parents felt that they had a voice. The research employed case study methodology to explore participants‟ lived experiences, and data were analysed using Thematic Analysis. Chapter Four contains final reflections relating to the use of case study methodology as an approach to exploratory research and considers how the study has contributed to my practice as an Educational Psychologist (EP).
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Smulders, Heidi. "An exploration of the interaction between integration and discipline in a former model C school in East London." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002570.
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Educators work in dynamic contexts which reflect the social and political circumstances of the time. Since the African National Congress was elected to govern in 1994, educators working in former Model C schools have been particularly affected by changes in the law regarding education. The South African Schools Act of 1996 prohibited discriminating in any way against learners applying for admission to schools. This has resulted in cultural and racial integration occurring at all former Model C schools. The use of corporal punishment in schools was also prohibited in 1996. This study attempts to obtain an understanding of the interaction between integration and discipline which was identified at a particular Model C school in East London. It also aims to obtain educators' understandings of the challenges of integration and discipline at this school. Following an in-depth pilot study of the school's detention records for 1998, twenty-two out of sixty educators at the school participated in the research by responding to written questionnaires. It is argued that two different approaches to integration are presently used by educators. These are identified and discussed, namely assimilatory education and multicultural education. The need for consistency between educators in their approaches to integration and discipline is also addressed.
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Martin, Doris Marie. "Preschool teacher-child relationships : an exploratory study of attachment models over time /." This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135321/.
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Spierling, Ulrike Martina. "'Implicit creation' : non-programmer conceptual models for authoring in interactive digital storytelling." Thesis, University of Plymouth, 2012. http://hdl.handle.net/10026.1/1195.
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Interactive Digital Storytelling (IDS) constitutes a research field that emerged from several areas of art, creation and computer science. It inquires technologies and possible artefacts that allow ‘highly-interactive’ experiences of digital worlds with compelling stories. However, the situation for story creators approaching ‘highly-interactive’ storytelling is complex. There is a gap between the available technology, which requires programming and prior knowledge in Artificial Intelligence, and established models of storytelling, which are too linear to have the potential to be highly interactive. This thesis reports on research that lays the ground for bridging this gap, leading to novel creation philosophies in future work. A design research process has been pursued, which centred on the suggestion of conceptual models, explaining a) process structures of interdisciplinary development, b) interactive story structures including the user of the interactive story system, and c) the positioning of human authors within semi-automated creative processes. By means of ‘implicit creation’, storytelling and modelling of simulated worlds are reconciled. The conceptual models are informed by exhaustive literature review in established neighbouring disciplines. These are a) creative principles in different storytelling domains, such as screenwriting, video game writing, role playing and improvisational theatre, b) narratological studies of story grammars and structures, and c) principles of designing interactive systems, in the areas of basic HCI design and models, discourse analysis in conversational systems, as well as game- and simulation design. In a case study of artefact building, the initial models have been put into practice, evaluated and extended. These artefacts are a) a conceived authoring tool (‘Scenejo’) for the creation of digital conversational stories, and b) the development of a serious game (‘The Killer Phrase Game’) as an application development. The study demonstrates how starting out from linear storytelling, iterative steps of ‘implicit creation’ can lead to more variability and interactivity in the designed interactive story. In the concrete case, the steps included abstraction of dialogues into conditional actions, and creating a dynamic world model of the conversation. This process and artefact can be used as a model illustrating non-programmer approaches to ‘implicit creation’ in a learning process. Research demonstrates that the field of Interactive Digital Storytelling still has to be further advanced until general creative principles can be fully established, which is a long-term endeavour, dependent upon environmental factors. It also requires further technological developments. The gap is not yet closed, but it can be better explained. The research results build groundwork for education of prospective authors. Concluding the thesis, IDS-specific creative principles have been proposed for evaluation in future work.
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Buiar, José Antônio. "Modelo para estruturação e representação de diálogos em fórum de discussão." Universidade Tecnológica Federal do Paraná, 2012. http://repositorio.utfpr.edu.br/jspui/handle/1/394.
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A adaptação dos sistemas tradicionais de ensino presencial para o ambiente de ensino a distância introduz diversas mudanças na práxis escolar. Com a ausência do contato direto entre educador e educandos, surge a necessidade de utilização de artefatos tecnológicos que substituam a interação direta. O fórum de discussão é um desses artefatos tecnológicos. Ele possui a característica de ser um elemento catalisador da comunicação entre os envolvidos e pode ser um importante instrumento no processo educacional. Contudo, a natureza não estruturada das mensagens textuais de um fórum dificulta o seu uso como instrumento na avaliação individual do aluno. A análise e qualificação do conteúdo das mensagens armazenadas em um fórum representa um grande desafio para o instrutor. A ausência de uma estrutura formal de representação dos conceitos, crenças e idéias dos alunos poderia ser apontado como um dos elementos que contribuem para esse desafio. A proposta desta pesquisa é o desenvolvimento de um modelo que permita a estruturação e representação das mensagens de um fórum. Essa estruturação considera três aspectos da mensagem: i) os conceitos apresentados, ii) quem os apresentou e finalmente iii) quando esses conceitos foram apresentados. Para validar esse modelo, um programa de computador foi desenvolvido e testado em um fórum do ambiente virtual Moodle. O conceitos desenvolvidos para o Modelo de Estruturação e Representação das Mensagens do Fórum foram utilizados no desenvolvimento desse programa de computador. Por meio desse modelo de estruturação e representação das mensagens, um mapa ou guia é gerado. Esse mapa ou guia pode ser acessado pelo professor ou instrutor. Esse novo recurso desenvolvido, pode ser utilizado como uma ferramenta de apoio à análise ou avaliação do fórum do ambiente Moodle como um todo ou de cada participação individual do aluno.The traditional learning practices adaptation to the distance learning introduces several changes in school practice. Since in distance learning the direct contact between educators and students does not exist, new technological artifacts become necessary in order to replace direct interaction. One of these artifacts is the discussion forum, which works as a catalyzer element of the communication between involved ones and can be an important tool in the educational process. Nevertheless, non-structured nature of text messages on a forum hampers its use as a tool in individual student assessment. Analysis and qualification of message contents stored on a forum represents an important challenge for instructors. The absence of a formal representation of concepts, ideas and beliefs from students could be designated as one of the factors that make this challenge even harder. This research proposes the development of a model that allows the messages on a forum can be structured and represented. This structuration considers three message aspects: i) presented concepts, ii) who has presented it, and iii) when concepts have been presented. As a means to validate this model, a computer program was developed and tested in a Moodle virtual environment forum. The concepts developed to the Structuration and Representation of the Forum Messages Model were used on this computer program development. Through the use of this model a map or guide is generated. This map or guide can be accessed by the professor or instructor. This new feature can be used as a support tool to analysis or evaluation of a Moodle forum environment.
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Alkan, Nese. "Cognitive Appraisals, Emotion, And Coping: A Structural Equation Analysis Of The Interactional Model Of Stress And Coping." Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12604692/index.pdf.
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This study aimed to examine the role of secondary appraisal of the
event, cognitive appraisal of the situation, emotions experienced and coping
styles used after a real life stressful event that university students experienced.
Five hundred and sixty students (271 females and 289 males) from Middle East
Technical University voluntarily participated in the study. A pilot study which
consisted of two stages, interviews and survey was conducted before the main
study in order to test the appropriateness and applicability of the appraisal and
emotion measures. Cognitive Appraisal of the Situation Scale (CASS),
Emotions Checklist, Cognitive Appraisal of the Emotion Scale (CAES) and
Coping Styles Scale (CSS) were used to assess cognitive appraisals, emotions
and coping styles. Stress level, harm/loss and threat appraisals of the stressful
events, cognitive appraisal of situation, emotions experienced by the
individuals after the stressful event, cognitive appraisal of the emotions and
coping strategies used by the participants were the variables used in the
structural equation modeling (SEM). The results of the analysis revealed that,
problem focused coping was predicted by positive emotions and cognitive
iv
appraisal of emotion. Emotion focused coping was predicted by negative
emotions, stress level and secondary appraisal. The results also yielded that
cognitive appraisal of emotion was a moderator variable between positive
emotions and problem focused coping. Findings of the research were discussed
in the framework of Cognitive Theory of Emotions and Interactional Model of
Stress and Coping.
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Purcell, Steven L. "Integrating digital images into computer-based instruction : adapting an instructional design model to reflect new media development guidelines and strategies /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165453/.
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Pierce, Tyler. "Virtual Interactions with Real-Agents for Sustainable Natural Resource Management." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6002.
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Common pool resource management systems are complex to manage due to the absence of a clear understanding of the effects of users' behavioral characteristics. Non-cooperative decision making based on individual rationality (as opposed to group rationality) and a tendency to free ride due to lack of trust and information about other users' behavior creates externalities and can lead to tragedy of the commons without intervention by a regulator. Nevertheless, even regulatory institutions often fail to sustain natural common pool resources in the absence of clear understanding of the responses of multiple heterogeneous decision makers to different regulation schemes. While modeling can help with our understanding of complex coupled human-natural systems, past research has not been able to realistically simulate these systems for two major limitations: 1) lack of computational capacity and proper mathematical models for solving distributed systems with self-optimizing agents; and 2) lack of enough information about users' characteristics in common pool resource systems due to absence of reliable monitoring information. Recently, different studies have tried to address the first limitation by developing agent-based models, which can be appropriately handled with today's computational capacity. While these models are more realistic than the social planner's models which have been traditionally used in the field, they normally rely on different heuristics for characterizing users' behavior and incorporating heterogeneity. This work is a step-forward in addressing the second limitation, suggesting an efficient method for collecting information on diverse behavioral characteristics of real agents for incorporation in distributed agent-based models. Gaming in interactive virtual environments is suggested as a reliable method for understanding different variables that promote sustainable resource use through observation of decision making and behavior of the resource system beneficiaries under various institutional frameworks and policies. A review of educational or "serious" games for environmental management was undertaken to determine an appropriate game for collecting information on real-agents and also to investigate the state of environmental management games and their potential as an educational tool. A web-based groundwater sharing simulation game—Irrigania—was selected to analyze the behavior of real agents under different common pool resource management institutions. Participants included graduate and undergraduate students from the University of Central Florida and Lund University. Information was collected on participants' resource use, behavior and mindset under different institutional settings through observation and discussion with participants. Preliminary use of water resources gaming suggests communication, cooperation, information disclosure, trust, credibility and social learning between beneficiaries as factors promoting a shift towards sustainable resource use. Additionally, Irrigania was determined to be an effective tool for complementing traditional lecture-based teaching of complex concepts related to sustainable natural resource management. The different behavioral groups identified in the study can be used for improved simulation of multi-agent groundwater management systems.M.S.
Masters
Civil, Environmental, and Construction Engineering
Engineering and Computer Science
Civil Engineering; Water Resources Engineering
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Montes, Felix Manuel. "Microcomputer uses in education: A model for using the computer to help children develop the concept of probability by peers interacting at the zone of proximal development." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185272.
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This study diagnosed probability awareness and induced greater understanding through combining social organization, probabilistic scenarios, and computer assistance. Third and fifth grade children were the focus of a computer interactive approach that involved fifth graders helping third graders within the Vygotskian concept of Zone of Proximal Development. The computer was used as a mediational means where probabilistic scenarios--classified by their level of difficulty, number of choices and type of probability--were presented to the children and immediate feedback given on their success in approaching the problems. College students were tested using the same scenarios to establish a standard that would be subsequently used to measure children's success. In the pretest all children demonstrated more probabilistic mathematical cognition than verbal ability to express such understanding (50 versus 33 percent of success). The posttest displayed a significant improvement in both experimental groups (one third and one fifth grade). The improvement was both mathematical (success rate moved up 60%) and verbal (54%). The experimental group posttests did not indicate significant differences. The most important finding was that the difference by gender overshadows any credible age structure. All experimental girls' mathematical success rate was almost 70%, approaching closely the college rate of 77%, with third graders doing even better than fifth graders, due to the help received during treatment from both the fifth grade girls and the computer. This provides strong support for the Zone theory. Verbal ability was well over 70%. This gender difference could be interpreted as a structurally developmental factor, but it could also advocate for the need to employ alternative presentation according to gender. Level of difficulty (degree of choices closeness) and types of probability (frequency or proportion) proved to be better indicators of probability awareness than number of choices. The verbal analysis showed a preference for the children to express probability statements in terms of frequency. However, the treatment was successful in eliciting some proportional explanations, demonstrating that a 9-year-old child can entertain and verbalize proportional thoughts. The study concluded that probability assessment and improvement might be more difficult to achieve because of children's verbal limitations than because of their mathematical cognition.
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Castanedo, Alonso José Manuel. "Aplicación del aprendizaje dialógico en el área de Educación Física: Modelo inclusivo "Retos interactivos con Responsabilidad Compartida"." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/671546.
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OBJETO: El presente trabajo de investigación se centra en demostrar el impacto y validez de un modelo inclusivo contextualizados en el área de Educación Física y fundamentado en el aprendizaje dialógico. Precisamente, comprobar la presencia de los principios del aprendizaje dialógico es otro de los objetivos de investigación. El modelo se denomina ‘Retos Interactivos con Responsabilidad Compartida’ y tiene por objetivo ofrecer una EF dialógica capaz de democratizar los aprendizajes de todos los alumnos y alumnas, sin dejar a nadie atrás.
ESTADO DE CUESTIÓN: Por un lado, y teniendo en cuenta que cualquier programa educativo de calidad debe ser inclusivo y transformador, se procede a analizar la presencia de la calidad, la inclusión y la perspectiva crítica en el contexto educativo general y en la EF específicamente. Por otro lado, en un intento por contextualizar el aprendizaje dialógico en el área de EF, se dedica un capítulo a describir los principios del aprendizaje dialógico y su aplicación al área de EF, configurando el concepto de Educación Física Dialógica. Por último, se dedica un capítulo a presentar el modelo inclusivo Retos Interactivos con Responsabilidad Compartida, detallando el origen, la fundamentación, las claves y la estructura didáctica.
DISEÑO METODOLÓGICO: La metodología de investigación seleccionada para la presente investigación es la Metodología Comunicativa. La elección metodológica se explica por dos motivos. En primer lugar, por a la afinidad dialógica existente entre la metodología de investigación y el modelo inclusivo objeto de estudio. En segundo lugar, porque, ante el desafío de aportar contribuciones que permitan avanzar hacia una EF de éxito, la organización comunicativa de la investigación y el análisis comunicativo de los datos se convierten en aspectos metodológicos esenciales y decisivos para lograr el impacto deseado.
RESULTADOS: la implementación de modelo Retos Interactivos con Responsabilidad Compartida garantiza la presencia de los principios el aprendizaje dialógico independientemente del contexto. Los efectos sobre el aprendizaje derivados de su implementación demuestran aprendizajes de calidad a nivel curricular y convivencial, pero también se reportan aprendizajes relacionados con sentimientos como la amistad y la solidaridad. Por último, se reporta que el modelo inclusivo es un modelo en movimiento, en constante mejora y enriquecimiento gracias a la constante conversación entre las evidencias científicas, la práctica acumulada y las aportaciones de las personas participantes en la investigación.
CONCLUSIONES: El modelo inclusivo Retos Interactivos con Responsabilidad Compartida se configura un modelo de éxito que favorece la democratización de los aprendizajes gracias a la presencia de los principios del aprendizaje dialógico.
APORTACIONES: Una de las aportaciones de esta tesis es ofrecer un modelo inclusivo que, articulado por los principios del aprendizaje dialógico, garantiza un programa de EF inclusivo, de calidad y crítico, además de estar supeditado y ser compatible con el enfoque educativo que se orienta hacia las Actuaciones Educativas de Éxito. En definitiva, esta tesis aporta una importante contribución a la Educación Física Dialógica.PURPOSE: This PhD/Doctoral thesis focuses on demonstrating the impact and validity of an inclusive model contextualized in the area of Physical Education and based on dialogical learning. Furthermore, the verification of the presence of the principles of dialogic learning is another of the research objectives. The model is called 'Interactive Challenges with Shared Responsibility' and it aims to offer a dialogic PE for democratizing the learning of all students. STATE OF THE ART: On the one hand, and taking into account that any quality educational program must be inclusive and transformative, the presence of quality, inclusion and critical perspective in the general education context and specifically in PE was analyzed. On the other hand, in an attempt to contextualize dialogic learning in the area of PE, a chapter is devoted to describing the principles of dialogic learning and its application to the area of PE, creating the concept of Dialogic Physical Education. Finally, a chapter is dedicated to present the inclusive model Interactive Challenges with Shared Responsibility, describing the origin, fundamentals, theoretical keys and teaching structure. METHODOLOGICAL DESIGN: The research methodology selected for this research is the Communicative Methodology. Two reasons explain the methodological selection. Firstly, the dialogic affinity between the research methodology and the inclusive model. Secondly, the communicative organization of the research and the communicative analysis of the data become essential and decisive methodological aspects in order to achieve the desired impact, due to the challenge of making contributions for progressing towards a successful PE. RESULTS: the implementation of the Interactive Challenges with Shared Responsibility model guarantees the presence of the principles of dialogic learning regardless of the context. The effects on learning derived from its implementation demonstrate quality learning at the curricular and social level, but also learning related to feelings such as friendship and solidarity are reported. Finally, the inclusive model is a model in permanent improvement and enrichment, based on the ongoing conversation between scientific evidence, accumulated practice and the contributions of the people participating in this research. CONCLUSIONS: The Interactive Challenges with Shared Responsibility is configured as a successful model promoting to the democratization of learning thanks to the presence of the principles of dialogic learning. CONTRIBUTIONS: One of the contributions of this thesis is to offer an inclusive model that, based on the principles of dialogic learning, guarantees an inclusive, quality and critical PE program, being subordinated and compatible with the educational approach that is oriented towards the Successful Educational Actions. Definitely, this thesis becomes an important contribution to Dialogical Physical Education.
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Badilla, Quintana María Graciela. "Análisis y evaluación de un modelo socioconstructivo de formación permanente del profesorado para la incorporación de las tecnologías de información y comunicación. Estudio del caso "CETEI" del proceso de integración pedagógica de la Pizarra Digital." Doctoral thesis, Universitat Ramon Llull, 2011. http://hdl.handle.net/10803/9246.
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La tesi que es presenta és un estudi de cas del procés d'incorporació pedagògica de les tecnologies de la informació i comunicació, específicament de la pissarra digital interactiva a l'aula. La mostra està constituïda per docents de 14 centres d'infantil i primària de Catalunya, que van rebre formació i assessorament pel Centre de Tecnologies Ituarte.Els tres objectius principals del nostre treball són: analitzar i avaluar aquest procés de formació a través del Model Eduticom; explorar i descriure l'ús que els docents donen a les pissarres digitals interactives en la dinàmica educativa en les seves aules; i finalment, dissenyar un model de formació i assessorament continuat del professorat que tingui en compte un procés de seguiment, suport i sostenibilitat de la innovació educativa amb suport de les tecnologies.
Des d'un disseny multiparadigmàtic s'aborda aquesta investigació amb un mètode qualitatiu i quantitatiu. Els resultats subratllen la satisfacció dels mestres pel model de formació rebuda, l'adaptació del model a les seves necessitats com a professors d'aula, els canvis en els aspectes metodològics i didàctics que l'ús dels PDI en l'aula els ha imposat; i finalment, la importància d'una adequada infraestructura, gestió dels recursos i destinació d'un horari no lectiu, per a la pràctica i implementació de la innovació educativa amb ús de tecnologia.
La tesis que se presenta es un estudio del caso del proceso de incorporación pedagógica de las tecnologías de la información y comunicación, específicamente de la pizarra digital interactiva en el aula. La muestra se constituye por docentes de 14 centros de infantil y primaria de Cataluña, quienes recibieron formación y asesoramiento por el Centro de Tecnologías Ituarte.
Los tres objetivos principales de nuestro trabajo son: analizar y evaluar este proceso de formación a través del Modelo Eduticom; explorar y describir el uso que los docentes dan a las PDI en la dinámica educativa en sus salas de clases; y finalmente, diseñar un modelo de formación y asesoramiento continuado del profesorado que contemple un proceso de seguimiento, apoyo y sostenibilidad de la innovación educativa con soporte de las tecnologías.
Desde un diseño multiparadigmático se aborda esta investigación con un método cualitativo y cuantitativo. Los resultados subrayan la satisfacción de los maestros por el modelo de formación recibido, la adaptación del modelo a sus necesidades como profesores de aula, los cambios en los aspectos metodológicos y didácticos que el uso de la PDI en el aula les ha impuesto; y finalmente, la importancia de una adecuada infraestructura, gestión de los recursos y destinación de un horario no lectivo, para la práctica e implementación de la innovación educativa con uso de tecnología.
This thesis presents a case study focused on the educational process about the information and communication technologies integration, specifically the interactive whiteboard incorporation. The research has a sample of 14 kindergarden and primary schools in Catalonia, who received training and advice from Ituarte Technology Center.
The study raises three main objectives: first is to analyze and evaluate the training process through the "Eduticom Model"; second is to explore and describe the teachers' use of interactive whiteboards in the classrooms dynamics; and finally, to design a model of teacher training and continued advice that includes a process monitoring, empowerment and sustainability of educational innovation with ICT support.
The research has a qualitative and quantitative method in a multiparadigmatic design. The results underline the teachers satisfaction around the training model received; the model adaptation to the classroom teachers needs; methodological changes have occur in teaching with the interactive whiteboard use in the classroom; finally results have shown the importance of an adequate infrastructure, resources management and the destination of non-lecture hours for the practice of educational innovation in technology.
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Squires, David John. "A comparison of learner and designer models in the use of direct manipulation educational software in the context of learning about interacting variables in photosynthesis." Thesis, King's College London (University of London), 1994. https://kclpure.kcl.ac.uk/portal/en/theses/a-comparison-of-learner-and-designer-models-in-the-use-of-direct-manipulation-educational-software-in-the-context-of-learning-about-interacting-variables-in-photosynthesis(f4e4b2a3-5281-42cd-a6a1-1d018d9ffc9c).html.
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Tasdelen, Ugur. "The Effect Of Computer-based Interactive Conceptual Change Texts On 11th Grade Students." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613032/index.pdf.
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The purpose of the study was to investigate the effect of conceptual change oriented instruction accompanied by computer-based interactive conceptual change text (CBICCT) on 11th grade students understanding of electrochemistry and attitude toward chemistry. The study was conducted in an anatolian high school in Ankara with two science classes with 66 students in May 2009. A quasi experimental design was used. The classes was assigned to groupsone as control group and the other as experimental group. While control group was given traditional instruction, experimental group was given conceptual change oriented instruction accompanied by CBICCT. Electrochemistry Concept Test (ECT) was administered before and after treatment and Attitude Toward Chemistry Scale (ATCS) was administered after treatment to collect data about students&rsquo
concepts about electrochemistry and attitude toward chemistry, respectively. To investigate possible covariates, Science Process Skills Test (SPST) was administered after treatment. The collected data were analyzed with two way analysis of covariance (ANCOVA) and two way analysis of variance (ANOVA). Gain scores of ECT was analyzed with two way ANCOVA when SPST scores controlled as covariate and the results showed that the experimental group developed significantly better understanding of concepts than control group. The results also showed that no mean difference between males and females, and no interaction effect between instruction method and gender were found. The analysis of ATCS showed that experimental group developed significantly more positive attitude toward chemistry than control group. However, no significant difference between males and females, and no significant interaction between method and gender in terms of attitude toward chemistry were found.
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Lilja, Birgitta. "Norrberga Skolmodell- En ny modell av skola : Vad några elever i sjätte klass tycker om sin skola." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5320.
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This study titled School Model of Norrberga- a New Model of School. Some opinions that six pupils in the sixth grade have of their school is an explorative study. The purpose of this study is to some extent explain the ideas behind this quite spectacular model of school and the intentions of the City Council of Norrberga as they decided that all the schools that were to be renovated or built in the town of Norrberga had to follow a specific script. As I first visited The Moonlight School I was puzzled. How do the teachers work it out? But, above all: Do the pupils work it out? What do they think about their school? When I was to write my final essay I wanted to try to sort this school out in more scientific terms. There is a nice, warm atmosphere at the school and the pupils make good results. The school has an open architecture and there are seven classes with 60 pupils each and three teachers per class. Pupils and teachers work together in various work units in different areas of the school. In this newly built school with hardly any inside walls, or walls made of glass, the pupils in the sixth grade experience new ways of teaching. In order to find out how these pupils, having experienced both the old Moonlight School and the new model, looked upon their new school I wanted to perform individual interviews with some of them. I also visited the school a couple of days to observe the atmosphere and how they organised the day. While analysing the collected material trying to describe the school I found support in the theories of Michel Foucault and John Dewey as well as scientific reports about school buildings and history of schooling. I selected those I found most significant for this study. I found that the pupils mainly are satisfied with their school. Those having experienced all their schooling there do not have problem with the lack of not transparent walls nor with people and transports passing through the spacious educational area. The community wanted to build smaller schools with more efficient use of the facilities. There is also an intention of developing new ways of teaching better adapted to current teaching methods and curriculum.
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Verigan, Adam. "Improving Pediatric Cardiology Consultation Methods by Introducing Digital Interactive 3-D Heart Models: A Proof of Concept Study." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3847.
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The purpose of a pediatric cardiology consultation is to inform, or educate, the patient and family of all aspects surrounding a certain congenital heart defect. Consultation education methods and materials may include verbal descriptions, two-dimensional (2-D) heart diagrams, and take-home pamphlets. Because the human heart is a complex three-dimensional (3-D) object, the problem lies within the clarity to which these methods are performed by the doctors and understood by the patients and families. Therefore, during a consultation the cardiologist must a) possess the ability to describe a defect visually as well as verbally and b) ensure that the patient and family have a clear understanding of the situation. In this work a method to improve patient consultation is outlined. Heart model segmentation methods from Cardiac MRA images are discussed by using the Materialise Mimics 10.11 software. EduView, the proposed software application solution, provides the user with traditional verbal descriptions and 2-D heart diagrams along with the ability to interact with a digital 3-D human heart model. By including a 3-D approach, the purpose is to assist the cardiologist in explaining a defect while further educating the patient and family. Sun Microsystems Java technology was utilized in order to program the application. Implementation of the software solution is outlined and the results from two surveys involving parents of children with congenital heart defects and pediatric cardiologists are presented. This study outlines a proof of concept. There is significant potential for extending and marketing this tool for future clinical use.
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Kipper, Fabrício Augusto. "Modelo de referência para o design de produto educacional considerando a base tecnológica da TV digital interativa." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/85038.
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Esta pesquisa tem como objetivo propor um modelo de referência para o design de produto digital educacional interativo para a televisão digital. Para isso, a revisão de literatura aborda os aspectos que caracterizam a linguagem televisual. Em um segundo momento, apresenta as características técnicas de funcionamento do Sistema Brasileiro de Televisão Digital. Logo após, expõe as possibilidades de interatividade desse meio. Também estudam-se os aspectos que caracterizam um objeto de aprendizagem, a classificação dos objetos e a metodologia do design instrucional. Ainda são tratadas as metodologias utilizadas para o desenvolvimento de audiovisual, o desenvolvimento para televisão interativa. Com base na pesquisa bibliográfica, buscou-se identificar as fases do processo de produção com o design de informação. A partir dessa análise e da comparação das metodologias utilizadas para a produção de conteúdo televisivo, elaborou-se um modelo de referência que apoia o processo de projeto para o desenvolvimento de produtos educacionais interativos para a televisão digital de uma maneira mais formal e sistemática. Utilizando esse modelo, desenvolveu-se um produto educacional voltado ao ensino de design e verificou-se que a principal contribuição dessa proposta é o desenvolvimento integrado para a televisão interativa, considerando todas as equipes envolvidas desde o início do projeto.This research aims at proposing a reference model to design a digital interactive educational product for digital television. In order to achieve this goal, the literature review addresses the aspects that characterize the televisual language. Secondly, it presents the technical operatio- nal characteristics of the Brazilian Digital Television System. Soon after, the possibilities of interactivity in this medium are exposed. Aspects that characterize an object of learning, the classification of educational objectives and the instructional design are also studied. The methodologies used for audiovisual development and the development for interactive television are also addressed . Based on the bibliographical research, we sought to identify the stages of the production process and its relationship with information design. From this analysis and from the comparison of the methodologies used for the production of television content, we created a reference model that supports the process to develop interactive educational products for digital television more formally and systematically. Using this model, we developed an educational product geared towards teaching design. It was found that the main contribution of this proposal is the integrated development for interactive television, considering all the teams involved since the beginning of the project.
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Martin, Doris M. "Preschool teacher-child relationships: an exploratory study of attachment models over time." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/38953.
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Åkesson, Anna. "Alternativ modell för miljöundervisning i dagens gymnasieskola - modellekosystem." Thesis, Linköpings universitet, Institutionen för fysik, kemi och biologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-71690.
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Studier visar att dagens elever känner oro inför framtiden och de klimatförändringar vår värld utsätts för. Skolverkets nationella kartläggning utav miljöundervisning i skolan visar dock att cirka hälften av de tillfrågade gymnasielärarna inte bedriver någon undervisning i ämnet. Denna studie beskriver en alternativ modell för undervisning i klimatfrågor. Elever ges genom modellering av ekosystem möjlighet att fördjupa sin förståelse kring klimatförändringar i samband med exploatering av topp-predatorer. Detta är ett realistiskt problem då en mängd studier visar att dagens ekosystem utsätts för en mängd stressfaktorer, med ursprung i klimatförändringar, och att exploatering av topp-predatorer kan leda till konsekvenser med artutdöende som följd. Modellen som används i undersökningen är en generell Lotka-Volterra-modell vilken fungerar som analytiskt verktyg. Skolverket betonar matematikens roll som ämnesöverskridande verktyg och modellekosystem ger elever möjlighet att använda matematiska kunskaper i ett verkligt scenario. I studien undersöks även hur pass stor exploatering topp-predatorer kan utsättas för i takt med ökade klimatförändringar. De undersökta områdena inbegriper tre- och fyr-artssystem i marina och terrestra miljöer. Resultaten visar att exploateringen måste minska i takt med ökade klimatorsakade förändringar i samtliga fall, undantag terrestra tre-artsystem som utsätts för förändrade interaktionsstyrkor.Studies show that today's students are worried about the future and the increasing climate change. A survey made by the Swedish National Agency for Education about environmental education shows that approximately half of the surveyed secondary school teachers are not engaged in teaching in the field. This study describes an alternative model for teaching environmental issues. Students are by the modeling of ecosystem given an opportunity to deepen their understanding of climate change associated with the exploitation of top predators. This is a realistic problem, numerous studies show that today's ecosystems are exposed to a variety of stressors, with the origin of climate change, and the exploitation of top predators can lead to serious consequences with extinction as a result. The model used in this study is a generalized Lotka-Volterra model which works as an analytical tool. The Swedish National Agency for Education emphasizes the role of mathematics as interdisciplinary tools and model ecosystem gives students the opportunity to use math skills in a real scenario. The study also investigated how much exploitation top predators can be exposed to in line with increased climate change. The research sites include three-and four-species system of marine and terrestrial environments. The results show that the exploitation must be reduced in line with increased climate-caused changes in all cases, except terrestrial three-species system exposed to changes in interaction strengths.
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Vincent, Caroline. "Interactions pédagogiques "fortement multimodales" en ligne : le cas de tuteurs en formation." Phd thesis, Ecole normale supérieure de lyon - ENS LYON, 2012. http://tel.archives-ouvertes.fr/tel-00765986.
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Les activités interactives en ligne connaissent une utilisation grandissante, notamment dans le domaine de l'enseignement des langues. L'amélioration technique des dispositifs permet en effet aujourd'hui des échanges synchrones à distance avec un locuteur natif.Le tuteur inscrit dans une communication via une plateforme synchrone en ligne doit alors coordonner un ensemble complexe d'opérations à des fins d'apprentissage. Différents modes de communication (textuel, visuel, auditif) sont à sa disposition et il les combine dans son discours. Nous analysons, dans le cadre de cours de français à distance via Skype, quels modes sont utilisés par chacun des quatre tuteurs qui composent notre étude. Nous postulons que les modes sont utilisés différemment par chaque tuteur et nous cherchons donc à savoir dans quelle proportion et avec quel " degré d'investissement " (Develotte, Guichon, Vincent, 2011). Nous cherchons également à comprendre quelles conséquences ces choix d'utilisations des modes ont sur la nature de l'interaction. Nous émettons en effet deux hypothèses. Premièrement, nous pensons que le profil initial des tuteurs (compétences individuelles, expériences professionnelles en présentiel ou à distance, habitude de l'environnement informatique) et le contexte des interactions (perturbations extérieures, problèmes techniques, type de tâche, besoin exprimé des apprenants) ont une influence sur la façon dont le tuteur utilise les modes à disposition.Deuxièmement, nous pensons que les choix d'utilisations influencent la nature de l'interaction et la relation entre tuteurs et apprenants. Nous proposons ainsi une grille d'analyse des interactions multimodales en ligne, afin d'apporter des réponses à nos hypothèses de recherche.
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Cunha, Marcelo Machado. "Um modelo de explicação baseado em casos para jogos colaborativos." Universidade Federal de Alagoas, 2010. http://repositorio.ufal.br/handle/riufal/835.
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With the advent of the technology, the electronic games with educational objectives
had become a valuable resource to be used for educators in the teaching and
learning process, being an excellent tool for the creation, practice and development
of knowledge, facilitating the pleasant, interesting and challenging process of
learning. With the artificial intelligence, specifically, the technique of case-based
reasoning, is possible to index information that could be used to reach the objectives
of the learning, specially, when working collaboratively, since Vygotsky says that the
student acquires knowledge through internalizing the learning. This work presents
architecture for development of electronic games with educational proposal, based
on the process of explanation of contents, using the technique of case-based
reasoning, and that promotes the collaboration between players. To validate the
architecture proposal, an electronic game named Sea Life was developed, that aims
teaching children the marine life-beings using collaborative and entertainment tools,
images, videos, sounds and conceptual maps. Its development uses Flash
technology, thus not demanding a sophisticated structure for its implementation,
making possible to be used in different spaces of learning, becoming it an interesting
tool of support the explanation of contents in the educational environmentCom o advento da tecnologia, os jogos eletrônicos com fins educacionais se tornaram mais uma opção de recurso a serem utilizados pelos educadores no processo de ensino, sendo um excelente recurso para a criação, desenvolvimento e prática do conhecimento, facilitando o processo de aprendizagem e ainda sendo prazerosos, interessantes e desafiantes. Com o surgimento da inteligência artificial, especificamente, a técnica de raciocínio baseado em casos é possível recuperar informações que poderão ser utilizadas para atingir os objetivos da aprendizagem, principalmente se forem trabalhadas de forma colaborativa, já que conforme os pensamentos Vygotskyano o indivíduo adquire conhecimento através da internalização durante a aprendizagem. Este trabalho propõe apresentar uma arquitetura para desenvolvimento de jogos eletrônicos com fins educacionais que desenvolva o processo de explicação de conteúdos, utilizando a técnica de raciocínio baseado em casos, e que vise a colaboração entre os jogadores. Com o intuito de validar a arquitetura proposta foi desenvolvido um jogo eletrônico intitulado de Vida Marinha, que visa ensinar crianças conhecimentos referente aos seres marinhos de forma divertida e colaborativa, utilizando-se de recursos como imagens, vídeos, sons e mapas conceituais presentes no jogo. O seu desenvolvimento foi utilizando a tecnologia Flash, não exigindo assim uma estrutura sofisticada para sua implantação, possibilitando ser utilizado em diferentes espaços de aprendizagem, tornando-o uma ferramenta interessante de apoio à explicação de conteúdos no meio educacional
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Wasson, Samantha Rae. "Increasing Introductory Biology Students' Modeling Mastery Through Visualizing Population Growth Models." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9181.
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In introductory biology, college students are taught to predict how populations will grow and change over time by using population growth models. These models are commonly represented as mathematical equations. However, students consistently struggle when math and biology concepts intersect in the classroom, and these struggles lead to suboptimal understanding of how mathematical population models are designed and used. Education literature suggests that students may struggle with population modeling because of math anxiety, the high cognitive load of the task, and the lack of scaffolding for abstract concepts. In our study, we sought to improve student mastery modeling exponential growth, logistic growth, and Lotka-Volterra predator-prey interactions through using pictorial diagrams in modeling pedagogy. We predicted that these diagrams would reduce the amount of triggered math anxiety, lower the cognitive load of the task through reducing element interactivity, and allow for a more scaffolding for abstract symbols through a pictorial representation bridge. To test the effectiveness of population diagrams, we created two versions of a population modeling lesson plan: one version taught using diagrams then equations, while the other taught using purely equations. We also designed practice and assessment questions that tested calculation and model-building ability. We assessed math anxiety, scientific reasoning ability, and math ability at the beginning of the semester and state anxiety, effort of tasks, and difficulty of tasks during each lesson. Over 200 students from a non-major biology course were randomly assigned to each group, and all were given a pre-assessment, four lessons, a practice test, and a unit test on population modeling. Our findings show that while the addition of pictorial models to the traditional pedagogy did not have a significant effect on exponential and logistic growth model mastery, students that were exposed to predator-prey diagrams were more able to create a new model for a three-level predator-prey interaction than students that were only given traditional pedagogy. In addition, students who were exposed to predator-prey interaction diagrams before they derived equations reported a lower cognitive load than students who were only exposed to equations. Although diagrams were not a more helpful calculation tool for students than traditional equations, using population diagrams before to equation derivation may help improve student mastery of growth model creation.
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Geromin, Martina. "Tacit knowledge sharing at Higher Education Institutions and its impact on the creation of competitive niches." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681041.
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Driven by the insight that knowledge is power and, therefore, it is the core element for a company to be successful I examined which strategies enhance knowledge-sharing practices and processes among the HEI’s co-workers in order to create new competitive niches. This is especially important in times of ongoing change at an international level as HEIs seem to be increasingly in competition among one another for funds and students' intake. I based my study on the theoretical framework of Nonaka & Takeuchi’s SECI model of knowledge creation (1995) where, according to the authors, the knowledge-sharing takes place in four modes: socialization, externalization, combination and internalization. The main focus of my thesis is the socialization dimension, hence, the face-to-face communication between co-workers and their shared experiences and skills: the ‘tacit to tacit’ knowledge-sharing; the interaction between the different co-workers in the socialization process. Since all knowledge derives from tacit knowledge originally, tacit knowledge is, according to Nonaka/Takeuchi (1995), a person's own personal knowledge and his/her experience and skills; whereas explicit knowledge, on the other hand, is the formal and codified knowledge open to everybody via documents in a systematic language. The study of both literature and empirical data has shown that a special attention must be given to the resource-based view on strategy as it emphasizes the importance of the socialization mode by connecting the respective co-workers with one another in order to create something new. It is such a strategy that focuses on the best deployment of the knowledge resources in order for the institution to take advantage of their co-workers’ embedded, natural, context-specific, difficult to express and attached to the knower’s tacit knowledge. As a result, the key properties of a knowledge-enabling environment (in this thesis called ‘ba’) have been analyzed where tacit knowledge receives its attention by creating space and time for the tacit, hidden, embedded knowledge to emerge. Further field studies in different realities would now be helpful to further extract common patterns for the creation of a sense-making framework of strategy where the tacit dimension of each co-worker is seen to be a unique and remarkable asset for HEIs in order to gain a position of competitive advantage in the market place.