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Pou, Lucy Kwee-Hoon. "Peer mediated learning experience : applying Feuerstein's model of mediated learning experience as an intervention model for culturally deprived children in Singapore." Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407612.
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Reeves, Tony. "Learning in adaptive spaces : how customer experience professionals experience learning during technology-mediated interaction, and implications for organisational learning." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/126321/.
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This research investigates how customer experience (CX) professionals experience learning through their use of digital technologies in organisations, and considers the implications for organisational learning. A phenomenographic methodology was used to compare the variation in employees’ experiences of learning, and the research employed a conceptual framework of post-structuralism and complexity to investigate how digital technologies affect organisational learning and knowledge management. Complexity Leadership Theory was used as a way to interpret the complexity dynamics that occur through digitally mediated interactions in organisations, and provided a way to conceptualise these interactions as taking place in ‘adaptive spaces’. The research found that a lack of etiquette regarding the use of digital tools can adversely affect processes of meaning-creation during the technology-mediated work of CX professionals. The findings indicate that a more intentional use of technology – a ‘digital etiquette’ – can be viewed as a dynamic capability, and has the potential to improve the way in which CX professionals contribute to organisational learning. The findings also demonstrate that improving digital etiquette in adaptive spaces is an appropriate response to problems of knowledge management under conditions of complexity. The research will be of interest to those seeking a clearer understanding of the potential of the CX function to contribute to organisational learning, and also to those aiming to design programmes of learning that prepare students effectively for complex environments.
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Silver, Judy. "Mediated learning experience in a community of practice : a case study." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/104496.
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This study describes the attempt to understand the quality of mediation between people within a community of practice. An innovative chefs’ apprenticeship in a dedicated restaurant provides a setting in which to explore what happens when a group of young people are learning to become fully accepted members of a community of practice. The setting, the social enterprise of Fifteen London, is founded on a passionate belief in the learning potential of all individuals, regardless of background. Conducted over a period of five years this ethnographic study tells the stories of the apprentices; the story of the community; and the story of conducting the investigation. A pilot study completed in 2005 revealed that beyond the mediation observed between individuals, apprentices’ felt their experience of the culture of the learning environment had a greater impact. The thesis explores the theoretical implications of these findings. Drawn from a sociocultural perspective, two theoretical frameworks are applied: Mediated Learning Experience (Feuerstein, Miller and Tannenbaum, 1994) concerned with the mediation between people and its effect on human development; and Situated Learning (Lave and Wenger, 1991) concerned with participation in a community of practice. These frameworks were felt to be useful to an analysis which demonstrates that a community of practice can be analysed according to the framework for Mediated Learning Experience. The symbiosis of these two approaches creates a coherent framework for discourse in which to analyse the learning process itself. A description of the community highlights the complexities of learning, and the challenges of attempting to change the course of human development by means of cultural transmission and social enterprise. I conclude that this learning environment serves as a good example of what can be achieved when innovation works hand in hand with moral purpose.
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Leavitt, Peter. "The Effects of Student Social Class on Learning in Computer-Mediated Versus Face-to-Face Settings." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612889.
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Contemporary higher education makes use of computers and the Internet more than ever before and the extent to which education is delivered via these media is only likely to increase in the future. While computer-mediated communication and education have been studied extensively, relatively little research has examined the potential impact of cultural background (e.g. social class) on students' experiences of different learning media. To address this gap, the current research uses a multi-sample (6 samples; n = 473), quasi-experimental approach to interrogate the relationship between student social class background and learning environment on various educational and individual outcomes. Examining a trichotomous (lower, middle, upper) conceptualization of social class across three distinct learning environments (face-to-face, computer-mediated, and fully-online) I find evidence of effects of student social class, learning environment and their interaction. In general, middle class students vary the least across conditions; lower class students tend to score lower on outcomes overall but with some notable exceptions for shared experience in face-to-face settings and comfort in online settings; and upper class students tend to experience a laboratory-based computer-mediated learning environment most positively. Implications for studying computer-mediated learning and social class are discussed, along with implications for real-world online education.
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Jain, Sachin. "Test anxiety and mathematics anxiety as a function of mediated learning experience and metacognitive skills." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1232418141&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Chen, Chun-Hsiu. "Constructivism and mediated learning in designing English-as-a foreign-language instruction." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2744.
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Social interaction is the foundation of knowledge construction in a constructivist classroom. This project proposes a mediated instruction that is based on the theory of constructivism and social interaction to help new adult immigrants successfully achieve English competence and adapt quickly to the culture of the United States.
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Mount, Marianne Evans. "Presence in Distance: the Lived Experience of Adult Faith Formation in an Online Learning Community." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26595.
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The purpose of this hermeneutic phenomenological study was to better understand the ways that adult learners studying Catholic theology become present to one another, strengthen bonds of community, and contemplate the face of Christ in computer-mediated, text-based distance education. Ten geographically dispersed learners seeking undergraduate or graduate degrees in Catholic theology participated in the study. There was no face-to-face interaction.
Through a password protected site specifically designed for the research, participants engaged in eight weeks of text-based, online conversation. They reflected on emergent themes about technology and the ways that it alters time, place, presentation of self, and relationships. Text as sacred, relational, presentational, communal, and transformational was explored, as was the nature and meaning of community, especially the spiritual quest to contemplate the face of Christ in an online community. The study offers a deep understanding of the meaning of presence and the development of community in the context of faith.
Serving as the philosophical methodological foundation were the writings of Martin Heidegger (1927/1993), Hans-Georg Gadamer (1960/1999), Gabriel Marcel (1937/1967), John Paul II as Cardinal Carol Wojtyla (1976), and Robert Sokolowski (1993). The phenomenological method of Max van Manen (2003) guided data collection and analysis through the dynamic interplay of six research activities: (a) turning to the phenomenon which seriously interests us and commits us to the world; (b) investigating experience as we live it rather than as we conceptualize it; (c) reflecting on the essential themes which characterize the phenomenon; (d) describing the phenomenon through the art of writing and rewriting; (e) maintaining a strong and oriented pedagogical relation to the phenomenon; (f) balancing the research context by considering parts and whole.
Recommendations for practitioners of computer-mediated education are explored; suggestions for future research include longitudinal studies of theology students in fully online programs, ways of introducing transcendent presence in online learning communities, how language bears on learning and presence, and the role of non-text based media and virtual environments on presence and the spiritual quest.<br>Ph. D.
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Annand, David George. "Experiences of instructors in graduate-level computer-mediated learning environments." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ34867.pdf.
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Berhanu, Girma. "Learning-in-context : an ethnographic investigation of mediated learning experiences among Ethiopian Jews in Israel /." Göteborg : Acta universitatis gothoburgensis, 2001. http://catalogue.bnf.fr/ark:/12148/cb38830524v.
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Sharma, Rashmi. "My two years in the life of Alex : mediated learning experience with a boy who had undergone a left hemispherectomy." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393539.
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Wei-Tzou, Hsiou-Chi. "An investigation into mainland Chinese students' experience of a cross-cutural e-mail exchange project." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/87848.
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The effectiveness of e-mail writing has been exhaustively studied and reported on, especially in Taiwan. However, there has not been any research carried out on the topics that mainland Chinese university students enjoy writing about when corresponding with their Western epals, nor does the literature report research on writing e-mails to two groups of epals simultaneously. This study explores what issues concerned the participants when they exchanged e-mails with their Western epals and how they viewed their cross-cultural learning experience. The participants were 28 mainland Chinese second-year English majors who voluntarily corresponded with 28 American high school pupils and 28 Western adult epals for about two months in Autumn 2006. The data of this exploratory interpretative research was mainly collected from their e-mails, ‘final reports’, the mid-project questionnaire, and semi-structured interviews. The study found that the topics the participants enjoyed writing about actually depended on with whom they were corresponding. With the younger school pupils, they tended to look for friendship by talking about pastimes, their own high school experience, etc. To the more sophisticated adult epals though, they wrote largely about personal matters, on which they seemed to be covertly seeking advice. However, some topics were common to both groups and were equally popular – for example, school and daily life. The data also reveals that the majority of the participants enjoyed the experience and overall had positive views about it. These fall into three broad categories of learning: language, cultural, and communication. However, some experienced minor difficulties and problems in these areas, particularly regarding the communication aspect. Meanwhile, in the process of the participants multiediting their ‘final reports’, learning seems to have occurred between their first and final drafts – perhaps as a result of responding to the researcher’s written feedback, which seemed to make a significant difference. The implications arising from the study suggest that the students’ interest in it stimulated their engagement with learning - though the findings are tentative. Some recommendations for further research are also given.
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Loke, Jennifer C. F. "Critical discourse analysis of interprofessional online learning experience of healthcare professionals in asynchronous text-based computer mediated conferencing within higher education." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:4246.
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Aim: This study was to evaluate the existing practices of post-qualifying interprofessional learning (IPL) in asynchronous computer mediated conferencing (ACMC). It was underpinned by my desire as a nurse educator to challenge the established assumptions of the role of this technology � ACMC� as a pedagogic tool in achieving the goals of IPL. Background: In the current healthcare education climate of the United Kingdom, there is a strong desire to meet the government's agenda for IPL in higher education. Healthcare educators are increasingly utilising ACMC as a pedagogic tool to engage students in asynchronous text-based IPL. The technology may be a promising pedagogic means for achieving effective interprofessional online learning (IPOL); its benefits cannot be taken at face value, particularly for IPOL at post-qualifying level which involves nurses. Method: This study used Fairclough's version of critical discourse analysis (CDA), a 'three-dimensional' analytical framework to examine the discourse generated by 13 nursing and non-nursing healthcare professionals during their IPOL in the academic year 2004-2005 in a northern university in England. The aim was to map the analysis of the conference texts with the discursive events in IPOL and also with nurses' discursive practice in healthcare in relation to power and ideology. Findings: In contrast to a large amount of didactic, restrictive and limited learning, constructivist and collaborative learning were minimal. This learning which contributed to students' IPOL experiences highlighted the issues of nurses' use of a dominating nursing language, as represented in clinical nursing practice. Conclusion: Based on the attributes of students' IPOL experiences, recommendations are provided such that nurses' language use may be adjusted and healthcare education policies and service may be improved, in order to facilitate post-qualifying IPL in ACMC. These recommendations are based on a plausible explanation of student IPOL experiences and future research studies using a wide range of research methods are proposed.
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Kehrwald, Benjamin. "Social presence and learner support: understanding learners' experiences with mediated social processes in text-based online learning environments." University of Southern Queensland, Faculty of Education, 2007. http://eprints.usq.edu.au/archive/00003555/.
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[Abstract]: This study focuses on the nature, role and function of online social presence in text-based online learning environments and how it relates to learner support. Ultimately, the study seeks to understand the relationships between the nature, role and function of social presence, the social learning processes employed in contemporary online learning environments and the mechanisms which support learning in these environments. This study is guided by the question: In what ways might social presence enhance the provision of learner support in text-based online learning environments? Of particular interest in this study is information related to (a) how participants in online courses experience social presence; (b) how learners in online courses perceive and/or experience learner support in online courses and (c) how these experiences affect learner activity in online learning environments.The research design employs a collective case study approach which focuses on learners in four separate online courses within a single university context to inform understanding of the phenomena in question. Using a combination of interview-like techniques, the study seeks to ground the understanding of social presence, mediated social processes (i.e., interpersonal interaction, collaboration and community development) and learner support in the experiences of online learners.The results suggest a number of important findings with regard to social presence and learner support. First is an understanding of social presence as a quality of individual actors in the online environments. Social presence exists as a response to the limits of the technology and media in text-based online learning environments. Next, the study identifies social presence an essential component of online learning environments because it facilitates and supports mediated social processes including interpersonal interaction (or transaction), the development of relations between individuals and amongst groups of individuals, the progressive development of productive collaboration and the establishment and growth of community. Finally, the study highlights a revised model for learner support in text-based online learning environments which is informed by the development of learning communities and understanding of mediated social processes.
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Reneland-Forsman, Linda. "A Changing Experience : communication and meaning-making in web-based teacher training." Doctoral thesis, Växjö universitet, Institutionen för pedagogik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5280.
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This is a study of students’ meaning making in web-based higher education courses. Conditions for students meaning-making change when interaction technology is used to support educational practices. Widened Participation policy activities often use web-based programs to attract “new” groups of more experienced students. The study used a communicative approach and focused on how previous experiences influenced actions and meaning making when students encountered challenges related to course objectives. Mediated Discourse Analysis was used to analyse asynchronous communication in 10 groups during 18 weeks of a 4-year part-time distance education program, training childminders for a Bachelor of Education, specialising in early childhood. Appearances of meaning-making were traced to changes and breaks in student communication and presented as themes of orientations of actions namely: • participation, the manifestation of presence, engagement in course work and the creation of space for engagement • positioning, the creation of a student identity, the organisation of work, and the construction of a group culture • reference, the orientation actions took in a nexus of practices. Where did students go for examples and to challenge theoretical concepts? • changing experience is a collection of moments of reification, when students came to make realisations of relevance to subject and task. This study tells an alternative story to research on web-based education stating difficulties to achieve in-depth communication. The mediated environment offered strength for meaning-making and knowledge building as time, in the opportunity to develop new perspective through thinking and in encountering concepts again and again. As numbers, in the necessary impact of other’s experiences. And as distance, provided by the shift of actions in asynchronous communication, forcing thoughts into written language and making them accessible for reflection and criticism. If we are serious about widening participation we should regard students not only as numbers but instead as a valuable resource that may contribute to change in education. In this context, the combination of new groups of students and web-based scenarios provides future avenues for an informed pedagogical approach to higher education.
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deNoyelles, Aimee M. "Learning between worlds: Experiences of women college students in a virtual world." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307323208.
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Andrade, Jaqueline Barbosa Ferraz de. "A MediaÃÃo na Tutoria Online: o Entrelace que Confere Significado à Aprendizagem." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3958.
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nÃo hÃ<br>Essa dissertaÃÃo tem como objetivo compreender as dimensÃes do trabalho do tutor
em processos educativos a distÃncia e a interface do seu trabalho no processo
ensino-aprendizagem. Especificamente na educaÃÃo online, os instrumentos de
comunicaÃÃo se transformam em instrumentos simbÃlicos de mediaÃÃo, pois Ã
atravÃs deles que o sujeito constrÃi seu raciocÃnio, dinamiza mÃltiplas habilidades e
potencializa suas linguagens. Embora os recursos midiÃticos ofereÃam dispositivos
que permitem a interatividade, a autonomia cognitiva necessÃria para atuar nesse
cenÃrio requer a experiÃncia interativa, no grupo, do componente humano e seu
processo de mediaÃÃo. Essa qualidade de interaÃÃo em processos midiatizados
pelas tecnologias pode ser dinamizada por um agente mediador inserido com o
propÃsito especÃfico de aproximar o ensino da aprendizagem, promovendo o
sentimento de pertenÃa, o protagonismo e o trabalho colaborativo. Portanto, Ã
resultado de uma pesquisa realizada com profissionais docentes que atuam em
tutorias online para delinear a presenÃa mediadora do tutor em cursos à distÃncia
em ambientes virtuais e a forma como promovem uma aprendizagem significativa.
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Vandeyar, Kaminthia. "A systemic analysis of postgraduate students' experiences of computer mediated communication in a Web-based learning environment." Diss., Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09062005-140257/.
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Ducher, Jeannie. "Experiences of Foreign Language Teachers and Students Using a Technology-Mediated Oral Assessment." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3542.
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The development of the speaking skill at the lower levels of proficiency is seldom assessed as a matter-of-fact in the foreign language classroom, for reasons of impracticality and difficulty of implementation. Although the practice of the speaking skill is an important part of current approaches to the teaching of foreign languages, issues of time and logistics often prohibit the direct evaluation of the skill in a manner consistent with best practices, which purport that practice and assessment must be closely aligned, and that students benefit from self-evaluation and teacher feedback. Classroom research has shown that a skill that is not assessed, although practiced in class, sends the implicit message that this skill is not as valued as others that are the object of evaluation. This project presents the rationale, background literature and methodology to use current computer technologies in an attempt to offset these preventative issues, and to offer foreign language students and teachers a flexible model to conduct evaluations of students’ oral development in a practical, authentic and valid manner, with opportunities for constructive feedback and tracking of students’ progress.
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Pisacco, Nelba Maria Teixeira. "A mediação em sala de aula sob a perspectiva de Feuerstein: uma pesquisa-ação sobre a interação professor-aluno-objeto da aprendizagem." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2006. http://tede2.uepg.br/jspui/handle/prefix/1285.
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Previous issue date: 2006-12-04<br>The present work investigates the interaction in classroom, under the trine conception of the mediation of the learning. The object of the study is composed by the very mediation elements: pupils, teacher, and learning object. The research main target was to demonstrate how, under the perspective of Feuerstein, the interaction among mediator, mediated and learning object is processed. Specifically, the proposal is: to characterize the relationships that occur between the constituent elements of the mediation and the mediational criteria; to demonstrate how the mediation criteria occurs in the teaching and learning process; and to identify the possibilities and impediments in the planning and accomplishment of the classes under the parameters of the moderated activity experience. The theoretical reference is based in Reuven Feuerstein's theoretical-instrumental proposal, particularly on the concerns of the mediated learning experience (MLE) – conceived as a process of mediated intentions that promote the structural cognitive modifiability (SCM) – and of the mediation criteria, that constitute the basic condition for characterization of the mediation. The methodology proposes the observation of the educational practices of mediation, according to the mediational categories, to be evaluated either by the pupils as by the teacher in classroom. In a research-action idea, the teacher and the twenty-five students – of the Normal Course, at a private school in the city of Ponta Grossa (state of Parana, Brazil) – became subject/object of the research, in the sense of the mediational actions evaluation. As instruments, the following were used: class plans, teacher's diary notes and recordings, teacher's and students’ records protocols, video-recording and questionnaires. The analysis and discussion were constituted in the interlacement of quantitative and qualitative indicators. The conclusion was that the interaction mediator-moderated – object of the learning, took place in different ways. The variables that interfere in such distinctions refer to: the cognitive and subjective aspects of the mediator and of the moderated ones, the specificities of the learning object, the didactic-methodological strategies, time, space, the moment lived by the group, and the differences of each criterion. From the interaction between each criterion and the elements of the mediation, some unilateral, bilateral and trine relationships emerged, which demonstrated the differentiation of the actions promoters of the mediation of each criterion. The occurrence of all of the criteria, with different frequencies, superior indexes for the criteria of mediation of the meaning, of the behavior of sharing, and of the intentionality/reciprocity, was observed. The mediational criteria are interdependent; the closest link was observed between the mediation of meaning, and the mediation of transcendence; however, the mediation of all of the criteria was permeated from those which are considered universal and fundamental parameters for the occurrence of the MLE: the intentionality/reciprocity mediation, the mediation of meaning, and the mediation of transcendence. The mediation is a two-way road: in the same class, each individual goes thru different processes of interaction and subjectivity, he attributes a self sense to a certain same lived social situation, and he constitutes his autonomy and identity as subject of the learning. Despite the distinct interactions, the indicators denote that the richness of the interaction enabled progresses, and the use of the parameters as advisors of the class favored the MLE in the school context. So, learning and teaching rendered being inseparable actions for mediators and mediated.<br>da mediação da aprendizagem. Compõem o objeto de estudo os próprios elementos da mediação: alunos, professor e objeto de aprendizagem. A pesquisa objetiva demonstrar como se processa a interação entre mediador, mediados e objeto da aprendizagem, sob a perspectiva de Feuerstein. Especificamente, propõe-se: caracterizar as relações que ocorrem entre os elementos integrantes da mediação e os critérios mediacionais; demonstrar como os critérios de mediação ocorrem no processo de ensino e aprendizagem e identificar as possibilidades e entraves no planejamento e realização das aulas sob os parâmetros da experiência de atividade mediada. O referencial teórico fundamenta-se na proposta teórico-instrumental de Reuven Feuerstein, especialmente no que concerne à experiência de atividade mediada, EAM - concebida como processo de intenções mediadas promotoras da modificabilidade cognitiva estrutural - e aos critérios de mediação, que constituem condição básica para caracterização da mediação. A metodologia propõe a observação das práticas docentes de mediação, conforme as categoriais mediacionais, a serem avaliadas pelos alunos e a professora em sala de aula. Numa idéia de pesquisa-ação, o professor e os vinte e cinco alunos - do Curso Normal, em uma escola da rede particular da cidade de Ponta Grossa - tornam-se sujeitos/objetos da pesquisa, no sentido da avaliação das ações mediadoras. Como instrumentos utilizam-se: planos das aulas, anotações do professor em diário, protocolos de registro do professor e dos alunos, videofilmagem e questionários. A análise e a discussão são constituídas no entrelaçamento de indicadores quantitativos e qualitativos. Conclui-se que a interação: mediador – mediado - objeto da aprendizagem, ocorre de formas distintas. As variáveis que interferem em tais distinções referem-se a: aspectos cognitivos e subjetivos do mediador e dos mediados, especificidades do objeto da aprendizagem, estratégias didático-metodológicas, tempo, espaço, momento vivido pelo grupo e diferenças de cada critério. Da interação entre cada critério e os elementos da mediação emergem relações unilaterais, bilaterais e tríades, que demonstram a diferenciação das ações promotoras da mediação de cada critério. Houve a ocorrência de todos os critérios com freqüências distintas, índices superiores para os critérios de mediação de significado, do comportamento de compartilhar e de intencionalidade/reciprocidade. Os critérios mediacionais são interdependentes, o vínculo mais estreito deu-se entre a mediação de significado e transcendência; porém a mediação de todos os critérios foi permeada com aqueles que são considerados parâmetros universais e fundamentais para a ocorrência da EAM: a mediação de intencionalidade/reciprocidade, mediação de significado, e mediação de transcendência. A mediação é uma via de mão dupla: na mesma aula, cada indivíduo passa por processos distintos de interação e subjetivação, atribui sentido próprio à mesma situação social vivenciada, constitui sua autonomia e identidade como sujeito da aprendizagem. Apesar das interações serem distintas, os indicadores denotam que a riqueza da interação possibilitou avanços, a utilização dos parâmetros como orientadores da aula viabilizam a EAM no contexto escolar. Assim, aprender e ensinar se tornam ações indissociáveis para mediador e mediados. Palavras-chave: ensino-aprendizagem, pesquisa-ação, experiência de atividade mediada, subjetividade.
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Sorg, Judith J. "A case study describing student experiences of learning in an interactive computer-mediated communication context in a distance education environment." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1177990.
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The purpose of this study was to describe and improve understanding of adult students' experiences of learning in an interactive computer-mediated communications context in a distance education environment. Within a constructivist perspective, the theoretical framework for this study was based on collaborative learning theories.The study setting was an eight-week, Internet-based undergraduate/graduate distance education course, Sociology of Poverty, sponsored by a medium-sized midwestern university. The computer-mediated course was designed by the instructor to support active and collaborative learning among students at a distance.Study participants included two graduate students and five undergraduate students who volunteered their participation. One professor delivered course and Web-site instruction, aided by one technical assistant. In this descriptive study, responses of participants were collected through a series of individual interviews, field observations, student learning journals, and the researcher's field journal. Evidence collection focused on learners' responses to the synchronous and asynchronous (e-mail messaging) computer-mediated communications of the distance education setting.Identified were cognitive and affective learning strategies, and descriptions of students' meaningful receiving and expressing experiences. Two cognitive learning strategies were identified: Management of personal resources and management of technology. Two affective learning strategies were identified: Management of self and management of others. The computer-mediated educational context was found to have influenced students' cognitive and affective experiences of learning, and synchronous computer conferencing was judged a potentially motivational and effective tool for interactive learning in a distance education environment. Important impacts on students' learning experiences included learner characteristics, the design of the Web-based course and its computer-mediated components, the structure of interactivity in the computer-mediated communications, and the moderation of the weekly synchronous computer conferences. Conclusions and recommendations of this study focused on these five influences.Implications for future Internet-based distance course design and development included the need for opportunities for students to establish connections with peers early in the course and the need for learner input into course content. Further research requirements revealed included student collaboration in a computer-mediated environment, student-teacher power relations, moderation of synchronous computer conferences, and the integration of online experiences with community-based field experiences.<br>Department of Educational Leadership
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Gartner, Vicki Sue. "Becoming a teacher : a case study of the mediated process of learning to teach as experienced by four beginning teachers /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844948077498.
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Cenci, Adriane. "Processos mediativos e formação de conceitos cotidianos: implicações nas dificuldades de aprendizagem." Universidade Federal de Santa Maria, 2011. http://repositorio.ufsm.br/handle/1/6973.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The research integrates the Field of Research of Special Education of the
Program of Post Graduation in Education of UFSM. The issues which initiated the
research are derived from the work developed with two boys (univiteline twins) that
present learning disabilities. The main objective of the research was to understand
how the mediating processes influence the formation of everyday concepts, more
specifically mathematical everyday concepts, and how the latter interfere in the
formation of scientific concepts and in school learning, wich can trigger learning
disabilities. Thus, looking for methodological support in the principles of Qualitative
Epistemology of González Rey and in the Vygotskian premises which point to the
inseparability between theory and method, a work was developed along with the two
boys with pedagogical assistance and following up in class during a semester. The
actions in the field were being defined according to the advance of the interpretations
in the light of empirical observations and with the progress of the theoretical studies.
The indicators that had been appearing along the investigation headed to three
nucleus or areas of meaning which gave intelligibility to the case, that is, it allows to
perceive/interpret/comprehend the case. The first nucleus of meaning centers in the
relation between everyday concepts and scientific concepts and ratifies the
interrelation Vygotsky proposed that existed between both. Proceeding, in the
second area of meaning it was perceived the issue of mediation as central in the
process of formation of concepts, attesting that the shortage of experiences of
mediated learning brought on the incipient development of everyday concepts in both
children as basis for the nucleus we have also looked for references in the work of
Reuven Feuerstein. The third area of meaning invokes again the referential of
González Rey and indicates the importance of the study of subjectivity, since
learning involves more than cognition, it involves aspects related to emotions,
expectations, and to the motivation of learning such aspects are in the constitution
of learning disabilities in the subjects of research. We believe that the contributions
of research for the area (field) of Education and Special Education come in the
amplification of interpretation regarding the formation of concepts in Vygotsky. In the
investigated case, it was verified that the absence of mediated learning experiences
and also that subjective meanings allied to the low expectation of school success are
factors that influence the formation of everyday concepts and consequently interfere
in the formation of scientific concepts and in school learning, setting off learning
disabilities.<br>A pesquisa se insere na Linha de Pesquisa de Educação Especial
investigando as dificuldades de aprendizagem a partir das idéias de Vygostsky
acerca da formação de conceitos. As questões que desencadearam a pesquisa são
decorrentes do trabalho desenvolvido, durante a graduação em Educação Especial,
com dois meninos (irmãos gêmeos univitelinos) que apresentam dificuldades de
aprendizagem. O objetivo central da investigação foi compreender como os
processos mediativos influenciam a formação dos conceitos cotidianos, mais
especificamente conceitos cotidianos matemáticos, e como estes últimos interferem
na formação de conceitos científicos e na aprendizagem escolar, podendo
desencadear dificuldades de aprendizagem. Para tanto, buscando apoio nas
premissas vygotskyanas que apontam a inseparabilidade de teoria e método e nos
princípios metodológicos da Epistemologia Qualitativa de González Rey
desenvolveu-se um trabalho envolvendo atendimentos pedagógicos e
acompanhamento em sala de aula durante um semestre junto aos dois meninos. As
ações em campo foram se definindo conforme avançavam as interpretações a luz
das observações empíricas e com o progresso dos estudos teóricos. Os indicadores
que foram surgindo ao longo da investigação conduziram a três núcleos ou zonas de
sentido que deram inteligibilidade ao caso, isto é, que permitiram
perceber/interpretar/compreender o caso. O primeiro núcleo de sentido centra-se na
relação entre os conceitos cotidianos e os conceitos científicos e ratifica a
interelação que Vygotsky propunha haver entre ambos. Prosseguindo, na segunda
zona de sentido percebe-se a questão da mediação como central no processo de
formação de conceitos, evidenciando que a escassez de experiências de
aprendizagem mediada acarretou o incipiente desenvolvimento dos conceitos
cotidianos nas duas crianças fundamentando esse núcleo buscou-se também
referências na obra de Reuven Feuerstein. A terceira zona de sentido recorre
novamente ao referencial de González Rey e aponta a importância do estudo da
subjetividade, pois a aprendizagem envolve mais que cognição; envolve aspectos
relacionados às emoções, às expectativas, à motivação do aprender tais aspectos
estão na constituição das dificuldades de aprendizagem nos sujeitos da pesquisa.
Acredita-se que as contribuições da pesquisa para a área da educação vêm na
ampliação da interpretação a respeito da formação de conceitos em Vygotsky. No
caso investigado constatou-se que a ausência de experiências de aprendizagem
mediada e que sentidos subjetivos ligados à baixa expectativa de sucesso escolar
são fatores que influenciam a formação dos conceitos cotidianos e
consequentemente interferem na aprendizagem escolar, desencadeando as
dificuldades de aprendizagem.
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Ansved, Linn, and Karin Eklann. "Exploring ways to convey medical information during digital triage : A combined user research and machine learning approach." Thesis, Uppsala universitet, Avdelningen för visuell information och interaktion, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-386420.
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The aim of this project was to investigate what information is critical to convey to nurses when performing digital triage. In addition, the project aimed to investigate how such information could be visualized. This was done through a combined user research and machine learning approach, which enabled for a more nuanced and thorough investigation compared to only making use of one of the two fields. There is sparse research investigating how digital triaging can be improved and made more efficient. Therefore, this study has contributed with new and relevant insights. Three machine learning algorithms were implemented to predict the right level of care for a patient. Out of these three, the random forest classifier proved to have the best performance with an accuracy of 69.46%, also having the shortest execution time. Evaluating the random forest classifier, the most important features were stated to be the duration and progress of the symptoms, allergies to medicine, chronic diseases and the patient's own estimation of his/her health. These factors could all be confirmed by the user research approach, indicating that the results from the approaches were aligned. The results from the user research approach also showed that the patients' own description of their symptoms was of great importance. These findings served as a basis for a number of visualization decisions, aiming to make the triage process as accurate and efficient as possible.
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Lee, Lucia Cunha. "Mediação materna: análise da experiência de aprendizagem mediada entre mães e suas filhas com Síndrome de Williams." Universidade Presbiteriana Mackenzie, 2014. http://tede.mackenzie.br/jspui/handle/tede/1778.
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Previous issue date: 2014-06-10<br>Fundo Mackenzie de Pesquisa<br>Parent-child interaction is an important interface in psychological assessment. Mediated Learning Experience (MLE) describes a type of directed interaction that influences the development of the child with whom the adult interacts. It is notewerthy the importance of the mediating function that parents can establish with their children and how it can be affected when the child presents any development disorder. Williams Syndrome is caused by a segmental aneusomy due to the deletion of multiple genes in chromosome region 7q11.23. Some indicators for the diagnosis are identified at birth, such as typical facial features and the presence of cardiac and renal alterations. Among behavioral characteristics, it is observed excessive sociability and a cognitive profile with intelectual disability and discrepancies in the manifestation of cognitive skills, such as impaired visuospatial function and preserved language skills, especially expressive ones. Considering these conditions, the present study aimed at analizing mediating actions taken by mothers during semidirected activities (assembling a puzzle and telling and retelling a story), performed with their daughters who have WS. To do so, it was described how mothers manage mediations with their daughters, based on MLE. Three mother-child dyads took part in the study. There were 5 sessions, two between mother and child and three between the mother and the researcher. During the sessions involving mother and child, it was possible to notice that mothers presented qualitatively and quantitatively varied mediating actions during the tasks, exposing differences according to the type and complexity of tasks (such as giving verbal instructions, using a model for the puzzle, drawing attention to parts of the story). Categories of MLE Scale proved adequate for the assessment steps as they offered an overview of the mediator s actions repertoire. It was verified that the shared experience between mother and daughter was a stimulus and a facilitator to situations of reflexion in individual interviews with the mothers. Thus, the association of observation by the mother, interaction with her daughter and individual interview proved effective to achieve a qualitative alteration of mediation strategies and is also promising for the development of children with WS. Therefore we underline the importance of observation of parental interactions as well as reflection upon them as assessment and intervention tools in the field of development disorders.<br>A interação de pais e filhos configura-se como uma importante interface na avaliação psicológica. A Experiência de Aprendizagem Mediada (EAM) descreve um tipo de interação dirigida que influencia o desenvolvimento das capacidades da criança com a qual o adulto interage. Vale destacar a importância da função mediadora que os pais podem estabelecer com seus filhos e como essa pode ser afetada quando o filho apresenta algum transtorno em seu desenvolvimento. A Síndrome de Williams (SW) é ocasionada por uma aneusomia segmentar devido à deleção de múltiplos genes na região cromossômica 7q11.23. Alguns indicadores para o diagnóstico da síndrome são identificados desde o nascimento, como as características faciais típicas a presença de alterações cardíacas e renais. Na dimensão relacionada ao comportamento, observa-se excessiva sociabilidade e um perfil cognitivo com deficiência intelectual e discrepâncias na manifestação de habilidades cognitivas, como prejuízos visoespaciais e preservação de habilidades de linguagem, especialmente as expressivas. Com base nesses pressupostos, o presente estudo analisa as ações mediadoras apresentadas por mães a partir de atividades semidirigidas (montar quebra-cabeças e contar e recontar histórias), realizadas com suas filhas que apresentam SW. Para isso, foi descrito como essas mães manejam as mediações com suas filhas, tendo por base a EAM. Participaram desse estudo três díades mãe-criança, em cinco encontros consecutivos, sendo dois entre a mãe e a criança e três entre a mãe e a pesquisadora. Nos encontros com os pares mãe-criança, foi possível notar que diante de tarefas, as mães apresentaram ações mediadoras diversificadas no que diz respeito à quantidade e qualidade, expondo diferenças de acordo com o tipo de atividade e a complexidade das tarefas (como dar instruções verbais, utilizar modelo para o quebra-cabeça, chamar atenção para partes da história). As categorias da Escala EAM revelaram-se apropriadas para etapas de avaliação, oferecendo um levantamento do repertório de ações do mediador. Verificou-se que a experiência compartilhada entre a mãe e a filha foi um estímulo e um facilitador para as situações de reflexão nas entrevistas individuais com as mães. Assim, a associação da observação - por parte da mãe - da interação com a sua filha, com a entrevista individual, indicou ser um dispositivo importante para a modificação qualitativa das estratégias de mediação e promissora no desenvolvimento de suas crianças com SW. Logo, enfatiza-se a importância das observações das interações parentais, além de reflexões dirigidas sobre elas, como um recurso na avaliação e na intervenção na área de transtornos de desenvolvimento.
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McCrindle, Cheryl Myra Ethelwyn. "A veterinary perspective on the use of animals in preschool education." Thesis, University of Pretoria, 1995. http://hdl.handle.net/2263/30212.
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The aim of this study was to investigate human-animal interactions in the triad comprising the veterinarian, the animal and the preschool and in so doing to elucidate the role of the veterinarian in the health and education of preschool children. The area of focus was a comparison of preschools in high and low income areas in and around Pretoria by means of qualitative and quantitative observational methods. It was found that all preschools investigated, included animals in the curriculum and a majority visited the zoo. Interactions included direct contact between children and animals kept permanently or temporarily at school, animal themes and topics, animal protagonists in books, videos, toys and games and excursions to the zoo, urban farms, agricultural museums and animal welfare societies. Teachers felt that child-animal interactions contributed positively to the holistic development of the preschool child, but were worried about management of animals at school and the possibility of zoonotic diseases. As protein of animal origin, such as milk, eggs, meat and fish, formed part of the diet of preschool children, this could also result in a risk of zoonotic disease, particularly in developing areas, where meat and milk hygiene were found to be inadequate. In order to address these fears, the literature was reviewed with regard to zoonotic diseases which could affect preschool children in South Africa. Incidence and prevalence were not well documented and the comparative significance could not be assessed. Therefore the comparative morbidity of diseases diagnosed by the paediatric department of a hospital serving the low income areas studied and a private practice serving the high income areas, were investigated. It was discovered that zoonotic disease formed a very minor proportion of diseases diagnosed. The diagnoses were, however, based on symptoms rather than aetiology and zoonotic causes for, in particular, respiratory and gastro-intestinal disease, could not be excluded. In the light of this, criteria were proposed for the prevention of zoonotic disease outbreaks at preschools. An outbreak of zoonotic disease at a preschool was documented and the application of primary health care principles suggested. Constraints were found to be mainly administrative. Co-operation between the departments of Health and Agriculture was complicated by financial implications which had not been budgeted. Despite this, the intervention was successful in controlling the disease and preventing further outbreaks. The presence of a veterinarian as part of the primary health care team was advocated. Within the preschool it was found that teachers lacked knowledge in the fields of animal ethology and management. Cost, ease of management and appeal to children were taken into account in the choice of animals by preschools. Rodents and birds were considered preferable to carnivores. Housing was evaluated and criteria suggested for management systems which would benefit both children and animals. Death and euthanasia of animals kept permanently at preschool was investigated and suggestions made for a teaching strategy to facilitate understanding by children of the abstract concepts of life, death and grief. A method was developed for the analysis of animal content in literature, games and toys at preschools. It was found that animals were central to the theme of a majority of the books and toys. Realistic fiction where anthropomorphic animals were the central protagonists, had most appeal for children and it was suggested that these could be used in veterinary extension materials for prevention of zoonotic diseases or promotion of animal welfare. An evaluation system was proposed which included the input of veterinary ethologists. Animal facilities visited by preschools during excursions were evaluated. It was found that they were not sufficiently child-centred and environmen¬tally safe for young children. It was suggested that veterinary public health officials should become involved in order to improve animal well-being, particularly with regard to handling facilities and hygiene. In conclusion, a schematic representation of the multitude of roles for veterinarians in the holistic development of the preschool child was drawn up. The roles for different veterinary specialities were also tabulated in order to illustrate the important part played by this profession in the health and education of preschool children.<br>Die doel van die studie was om mens-dier-interaksies in die driehoek tussen veearts, dier en die kleuterskool te ondersoek om sodoende die rol van die veearts in die gesondheid en opvoeding van die voorskoolse kind aan te dui. Kwalitatiewe en kwantitatiewe navorsingsmetodes is gebruik om kleuterskole in die lae en hoë inkomste-gebiede in en om Pretoria te vergelyk. Alle kleuterskole wat ondersoek is, het diere in die kurrikulum ingesluit en die meerderheid skole het uitstappies na die dieretuin onderneem. Kind-dierinteraksies het die volgende ingesluit: direkte kontak tussen kind en dier op skool; diere in temas, stories, boeke, speletjies en speelgoed; asook uitstappies na die dieretuin, landelike museums, stedelike plase en dierwelsynsorganisasies. Onderwyseresse het gemeen dat die interaksies positief bygedra het tot die holistiese ontwikkeling van die voorskoolse kind, maar het kommer uitgespreek oor bestuur en siektes van diere. Omdat proteïene van dierlike oorsprong deel uitmaak van die dieet van voorskoolse kinders, was soönose ook 'n moontlikheid, veral in kinders van ontwikkelende areas waar dit uitgewys was dat higiëne met betrekking tot vleis en melk, nie na wense was nie. 'n Literatuurstudie het aangetoon dat die algemeenheid en omvang van soönotiese siektes, wat moontlik gevaarlik kon wees vir voorskoolse kinders, nie volledig genoeg omskryf was nie. Die vergelykende morbiditeit van siektes by Ga-Rankuwa Hospitaal se kinderafdeling (pasiënte van lae-inkomste gebiede) en 'n private praktyk in die oostelike voorstede van Pretoria (hoë inkomste gebied), is dus ondersoek. Soönotiese siektes het 'n klein deel uitgemaak van die siektes wat gediagnoseer was, maar die diagnose was op simptome, eerder as die etiologie van die siektes, gebaseer. Die vermoede bestaan dat veral siektes wat gediagnoseer is as respiratories en gastro-enteries, 'n soönotiese oorsprong kon gehad het. 'n Uitbreek van 'n soönotiese siekte by 'n kleuterskool is ondersoek en daar is voorgestel dat primêre gesondheidsorgmetodes gebruik word om dit te bekamp. Teenkanting op administratiewe vlak was die belangrikste probleem wat ondervind was, maar ten spyte daarvan kon die ondersoek suksesvol verloop. Die rol van die veearts as deel van die primêre gesondheidspan is ook hierdeur beklemtoon. Binne die kleuterskool is gevind dat daar 'n gebrek aan kennis is oor diere-etologie en dierebestuur. Kostes, praktiese versorgingsmetodes en die stimuluswaarde van diersoorte, was belangrike aspekte in die keuse van diere wat by skole aangehou is. Daarom was knaagdiere, voëls en vissies meer gewild as honde en katte. Die behuising van die diere is geëvalueer volgens voorgestelde kriteria wat tot voordeel van beide diere en kinders kan strek. Die dood en genadedood van diere by twee kleuterskole is ondersoek en voorstelle is gemaak uit 'n opvoedingkundige oogpunt, om die kinders konsepte betreffende lewe, dood en rou te laat begryp en ook om dit te kan verwerk. 'n Metode is ook ontwerp vir die analise van boeke en speelgoed en daar is bewys dat diere 'n hoofrol gespeel het in die meerderheid boeke en speelgoed by voorskole. Kinders het boeke verkies waar die hoofkarakters antropomorfiese diere was en die omgewing vergelykbaar was met die lewenswêreld van kinders. 'n Voorstel is dus gemaak dat sulke karakters gebruik word om veeartsenykunde voorligtingsboodskappe oor soönotiese siektes of dierwelsyn oor te dra aan jong kinders.Stedelike plasies, die dieretuin, landboumuseums en die Dierebeskermingsvereniging in Pretoria is besoek en daar is bevind dat dit nie veilig genoeg vir jong kinders is nie. Daar word dus aanbeveei dat veeartse in diens van plaaslike owerhede se gesondheidsdienste sulke plekke besoek, om voorstelle oor verbeterde veiligheid en higiëne te maak.Ten slote is 'n skematiese voorstelling van die veelsydige rol van veeartsenykundiges in die holistiese ontwikkeling van die voorskoolse kind saamgestel. Die verskillende rolle vir verskillende spesialiteite is ook voorgelê om die belangrike bydrae van veeartsenykunde tot die gesondheid en opvoeding van voorskoolse kinders aan te dui.<br>Thesis (DPhil)--University of Pretoria, 1995.<br>Production Animal Studies<br>unrestricted
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Mase, Kenji. "Ubiquitous Experience Media and Computer Mediated Communication." IEEE, 2008. http://hdl.handle.net/2237/12053.
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Romano, Miguel Lourenço. "ANA: learning experience." Master's thesis, NSBE-UNL, 2011. http://hdl.handle.net/10362/10658.
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Blomqvist, Ulf. "Mediated peer (to peer) learning." Licentiate thesis, Stockholm, 2006. http://www.diva-portal.org/kth/theses/abstract.xsql?dbid=3989.
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ANDRADE, Jaqueline Barbosa Ferraz de. "A Mediação na Tutoria Online: o Entrelace que Confere Significado à Aprendizagem." http://www.teses.ufc.br, 2007. http://www.repositorio.ufc.br/handle/riufc/2988.
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ANDRADE, Jaqueline Barbosa Ferraz de. A mediação na tutoria online: o entrelace que confere significado à aprendizagem 2007. 94f. Dissertação (Mestrado em Tecnologia da Informação e Comunicação na Formação de EAD) – Universidade Federal do Ceará, Programa de Pós-Graduação em Tecnologia da Informação e Comunicação na Formação de EAD, Salvador-BA, 2007.<br>Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-06-28T14:33:02Z
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Previous issue date: 2007<br>Essa dissertação tem como objetivo compreender as dimensões do trabalho do tutor em processos educativos a distância e a interface do seu trabalho no processo ensino-aprendizagem. Especificamente na educação online, os instrumentos de comunicação se transformam em instrumentos simbólicos de mediação, pois é através deles que o sujeito constrói seu raciocínio, dinamiza múltiplas habilidades e potencializa suas linguagens. Embora os recursos midiáticos ofereçam dispositivos que permitem a interatividade, a autonomia cognitiva necessária para atuar nesse cenário requer a experiência interativa, no grupo, do componente humano e seu processo de mediação. Essa qualidade de interação em processos midiatizados pelas tecnologias pode ser dinamizada por um agente mediador inserido com o propósito específico de aproximar o ensino da aprendizagem, promovendo o sentimento de pertença, o protagonismo e o trabalho colaborativo. Portanto, é resultado de uma pesquisa realizada com profissionais docentes que atuam em tutorias online para delinear a presença mediadora do tutor em cursos à distância em ambientes virtuais e a forma como promovem uma aprendizagem significativa.
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Leonard, Sarah. "Mediated learning in the rat : implications for perceptual learning." Thesis, University of York, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265556.
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Paterson, Patricia Ann. "Learning in a computer mediated environment." Thesis, University of Portsmouth, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306946.
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Klunk, Clare Dvoranchik. "Workplace Devaluation: Learning from Experience." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27337.
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Many successful professionals, recognized for their experience, knowledge, competence and commitment to their field, experience a contradiction when they realize that their contributions are no longer valued by decision-makers in their organizations. Professionals, regardless of gender, position, education, race or profession, who experience workplace devaluation agree that this experience devalues their contributions and demeans their sense of self.
This study illuminates the professionals' perspective of workplace devaluation through their experience. Within the framework of grounded theory methodology, this research examined three research questions: (a) What is the experience of professionals' workplace devaluation? (b) How did professionals learn from the experience? (c) What did professionals learn from the experience? The unit of analysis is the professional within an organization. Four participants were selected who (a) had several years experience with their organization; (b) were previously valued by the organization; (c) were current in their field; (d) had experienced workplace devaluation; and (e) were able to articulate insights, thoughts, and emotions on their experience. Multiple interviews with each participant provided the data.
A comparative, iterative analysis of the data yielded: (a) a seven-phase process of the experience; (b) six constructs embedded in the process, and (c) four categories of learning. The dialogic interview method facilitated the participants' apperception, reflection, and progress through the process. Three emotions--fear, powerlessness, anger--and their interaction with the other constructs (autonomy, communication, personalization, authority, and recognition) influenced coping strategies and actions taken by each participant. The four narratives explicate the interrelationships of the findings.
Three major conclusions are: (a) A rich description of the workplace devaluation experience offers a glimpse into the complexity of this topic and into the professionals' "lived world." (b) The learning process, grounded in the data, depicts how these four professionals used the power of their emotions to create balance within themselves as they attempted to explicate their situation of workplace devaluation. (c) The results indicate that greater learning occurred in organizational knowledge and intrapersonal knowledge for these professionals. Questions for further research are noted along with practical suggestions and recommendations for the praxis of adult educators, decision-makers, and professionals.<br>Ph. D.
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Morgan, Michael. "Distributed cognition in computer mediated learning environments." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060719.141836/index.html.
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Baldwin, Beth Williams. "Conversations computer mediated dialogue, multilogue, and learning /." Access online version, 1996. http://wac.colostate.edu/rhetnet/baldwin.htm.
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Gredley, Susan. "Learning through experience: making sense of students' learning through service learning." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14005.
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This study asks how we can make sense of students' learning in service learning. I employed a qualitative research methodology to explore the learning experiences of four students as they journeyed through the UCT Global Citizenship course: Thinking about volunteering: service, boundaries and power. This is a service learning course which attracts students from all disciplines and years of study. The course has two learning components: the students' self-organised voluntary community service, which forms the primary learning text, and guided facilitation and reflection through face-to-face and online learning activities. I had access to students' coursework which provided two written reflective assignments and a number of online blogs. At a later stage I conducted small-scale in-depth interviews. I used two methods to organise and analyse the data. The first was an analytic framework made up of three interconnected learning domains of 'knowing', 'being' and 'acting' (adapted from Barnett and Coate, 2005); the second was qualitative thematic analysis. My data suggest that we can make sense of students' learning in service learning through an analysis of students' 'being' in relation to their 'knowing' and 'acting'. My data also show that 'being' is embedded in students' 'knowing' and 'doing' and therefore 'being' is a key component of student learning. Additionally, the concept of a 'learning journey' is useful in positioning learning as something that takes place over time and in space. Finally, my data show that context matters: students' "personal foundations of experience" (Boud and Walker, 1991) influence their learning, as does the more immediate context of the classroom and their community service work. This study ends by briefly pointing to two key 'enablers' of students' learning, critical reflection and peer learning.
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Bamber, Philip Michael. "Transformative Learning through International Service-Learning : the student experience." Thesis, University of Leeds, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.581451.
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This thesis seeks to highlight the transformative dimension of learning through analysis of the student experience of International Service-Learning (ISL). ISL is a pedagogical approach that seeks to blend student learning with community engagement overseas and the development of a more just society. It presents a useful strategy for Universities as they respond to reforms in Higher Education and seek to enhance both the student learning experience and graduate employability. However, ISL remains under-theorised. This study investigates the transformative nature of ISL as experienced by students at Liverpool Hope University (LHU), a British University with a rich tradition of ISL. Through interpreting student descriptions of their experience of ISL it seeks to analyse features of the transformative learning process in this context and understand the potential for transformative learning outcomes from ISL. A holistic conceptualisation of transformative learning is proposed that looks beyond an epistemological process that involves shifts in worldview and habits of mind to an ontological process that accounts for changes to the student's ways of being in the world. This study is conceptually. driven and empirically grounded. A framework emerges to think about the development of the authentic self as an ongoing process of becoming oneself, becoming persons-in-relation and becoming other-wise. Groups of conditions, processes and resultant dispositions are identified as being particularly useful for interpreting the experience of ISL for 27 students across a range of international locations. This thesis argues that transformative learning in this context is a form of engagement that has a distinctly moral dimension. Although ISL has the potential to be ethical in character, evidence is presented of a number of factors that tend to militate against this. The implications of this thesis for educators and researchers are elicited at the levels of practice, institutional ethos and partnership.
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Henrie, Curtis R. "Measuring Student Engagement in Technology-Mediated Learning Environments." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5949.
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This is a multiple-article format dissertation that explores methods for measuring student engagement in technology-mediated learning experiences. Student engagement is the committed, focused, and energetic involvement of students in learning. Student engagement is correlated with academic performance, student satisfaction, and persistence in learning, making it a valuable predictor of important learning outcomes. In order to identify which students need help or to evaluate how well an instructional interaction promotes student engagement, we need effective measures of student engagement. These measures should be scalable, cost effective, and minimally disruptive to learning. This dissertation examines different approaches to measure student engagement in technology-mediated learning environments that meet the identified measurement criteria. The first article is an extended literature review that examines how engagement has been measured in technology-mediated learning experiences. The second article is an instrument evaluation of an activity-level self-report measure of student engagement. The third article explores the relationships between learning management system user-activity data (log data) and results of the activity-level self-report measure of student engagement.
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Velasquez, Andrea. "Technology-Mediated Caring in Online Teaching and Learning." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3355.
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As online K-12 education becomes more prevalent, there arises a need to examine caring as it is experienced in technology-mediated contexts. The first article in this dissertation examines the definition of the term "caring pedagogies" and synthesizes relevant research helpful to understanding its application in a variety of contexts, including the technology-mediated context. The literature review is organized in the following categories: understanding caring pedagogy (defining and measuring), developing caring characteristics in individuals, developing caring communities, and developing caring in unique contexts. This article concludes that more research related to care is necessary in contexts other than the early childhood education context. The technology-mediated context would greatly benefit from such research. The second article in this dissertation investigates the experience of two teachers and four students in the Open High School of Utah and how they engaged in technology-mediated caring. Findings indicated that teachers care for students in this context by gaining a deep understanding of the student through shared perspective, continuous dialogue, and vigilant observation. Based on this understanding, teachers execute caring actions with the purpose of structuring the learning environment, attending to students' individual academic needs, and attending to students' well-being. Students completed the caring relationship by reacting to teachers' caring actions and acknowledging the care they received. The third article in this dissertation investigates technology choices conducive to creating and nurturing caring relationships in technology-mediated contexts. This article is based on the experience of the two teachers and four students in the Open High School of Utah. This study provides guidelines to help educators make technology choices that are effective in knowing the student, executing acts in the student's best interest, and receiving student reactions. Although research related to information and communication technologies has produced various useful frameworks for online education related to presence and immediacy, investigating technology-mediated caring has the potential to greatly enrich this scholarly discourse.
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Fischer, Helge, Corinna Lehmann, and Matthias Heinz. "LOS geht’s! Learning Experience durch Gamification." TUDpress, 2019. https://tud.qucosa.de/id/qucosa%3A36573.
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Mit der Digitalisierung im Bildungsbereich sind Hochschulen aufgefordert, neue und mit digitalen Technologien angereicherte Lehr- und Lernformate bereitzustellen. Die sächsischen Hochschulen können dafür auf eine flächendeckende, technologische Infrastruktur [u. a. das Lernmanagementsystem (LMS) OPAL] zurückgreifen. Im Lehralltag zeigen sich jedoch fach- und hochschulübergreifend ähnliche Phänomene: Die digitalen Infrastrukturen werden vorwiegend für administrative Zwecke (bspw. für Kurseinschreibung oder Materialbereitstellung) und nur in geringem Maße zur innovativen Gestaltung von Lehr-Lern-Arrangements genutzt. Dabei bietet die vorhandene Infrastruktur reichlich Potenzial für motivational anspruchsvolle, digitale Lehr-Lern-Arrangements in allen Fachgebieten. Mit der Steigerung der Learning Experience, also der Lernerfahrung, sollen positive Emotionen geweckt und für den Lernprozess genutzt werden. Lernen soll Freude machen. Mit dem Projekt LOS (Learning Experience in OPAL mit Spielelementen) wird ein frei zugängliches Transfer- und Weiterbildungsangebot aufgebaut, mit dem Lehrende für die Steigerung der Learning Experience ihrer Lernangebote durch den Einsatz von Spielelementen sensibilisiert und qualifiziert werden. Damit soll langfristig die Attraktivität und der Nutzungsgrad der sächsischen Lernplattform aus Sicht aller akademischen Stakeholder gesteigert werden. Der Beitrag stellt Zielstellungen und Maßnahmen des Projektes LOS vor und skizziert zunächst allgemein das Konzept der Gamification sowie dessen pädagogischen Potenziale für die Hochschullehre. [... aus Punkt 1]
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Purdy, Martha Leete. "Adult Experience of Learning From Novels." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/40505.
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The Adult Experience Of Learning From NovelsNovel readers may not necessarily read with the primary intention of learning from their novels, but it is known that learning is frequently an outcome. Literature on novels describe their content as both factual and philosophical opportunities to learn but do not describe them in terms of adult learning theory. A study by Radway (1984) found that readers of formula romance have complex learning outcomes from their reading but this was related to literature on novels rather than adult learning theory.Conversely, although learning is a known outcome of novel reading, literature on adult learning theories and research have taken little notice of novel reading as an opportunity to learn. Yet reading novels is an activity in which millions engage. The nature of reading as a highly personal,self-directed activity, suggested a literature review of theory pertaining to self-directed learning, informal learning and how adults make meaning.The purpose of the research was to explore the experience of learning novels; how reading contributes to knowledge,understanding of environment, and social and self-understanding in the context of adult learning theory.The research problem asked what evidence novel readers provide for making meaning as a result of their reading and what they do with that learning outcome. Research was conducted with individual interviews of five regular novel readers which served as case studies. Analysis was done by coding each interview paying particular attention to relationships to personal history, types of learning suggested and their effects. Case studies were then cross coded to discover trends and patterns.Findings showed that respondents used novels to be entertained and escape from their daily responsibilities,but along the way they also experienced a variety of types of learning. They collected new information they found personally interesting or added to an existing knowledge base, challenged their perspectives to think abut themselves and others in new ways. There was also a variety of uses for what they had learned. Respondents reported believing they have a broader knowledge base, could more effective interact with others, arrive at greater self-awareness, and in a few instances change behavior.The experience of learning from novels is a remarkable combination of self-motivation and self-direction undertaken for pleasure, yet incidentally can result in a range of learning outcomes including building a more complex knowledge base, constructivist organization and interpretation of information, critical reflection about self and others, and transformation of understanding to result in change.<br>Ed. D.
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Nielsen, Jane K. "Museum communication : learning, interaction and experience." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/5770.
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'Museum Communication: Learning, Interaction and Experience' is a study of how museums have evolved and handled their communication approaches at both theoretical and practical levels. It discusses questions like; how has museum communication developed? What influences do these developments have on museology and its related disciplines? How will museum communication develop in the future? These are questions closely connected with essential concepts of learning, interaction, participation and experience, which will be discussed throughout the thesis. Learning and exhibition theories will be considered alongside discussions of epistemological and philosophical approaches, interpretation, and social development of museological research. The research forms a discourse analysis of museums' own views and opinions of these issues through replies of a questionnaire. It also focuses on specific case studies and examples in order to combine theoretical definitions and empirical approaches with museological developments. To form a deeper understanding of how museological communication is developing, the research includes interviews with professionals of philosophy and storytelling as well. Finally, the approaches are summarised in a new museum model developed from future studies. This model, called 'The Transformative Museum', identifies essential points in which museums have developed their communication practices and theories, and discusses how these may develop in the future. As the responsibilities of museum curators develop, museums have to embrace the concepts of transformation and flexibility too. Inquiries, research, learning and participation have to be transformed into all kinds of experiences in order to respond to changing needs and flexible structures of communities and societies. The transformative museum will have to acknowledge past traditions, current trends and future opportunities simultaneously in order to become a museum of both present and future relevance for all kinds of visitors and users.
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Halperin, Ruth. "Learning technology in higher education : a structurational perspective on technology mediated learning practices." Thesis, London School of Economics and Political Science (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420602.
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Robertson, Donald Alexander. "Teaching and learning in the computer-mediated conferencing context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0024/NQ49812.pdf.
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Mertzani, Maria. "Video-Based Computer Mediated Communication for Sign Language Learning." Thesis, University of Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499929.
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Hazelden, Katina Nathalie. "An enactive approach to technologically mediated learning through play." Thesis, University of Plymouth, 2013. http://hdl.handle.net/10026.1/1609.
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This thesis investigated the application of enactive principles to the design of classroom technolo- gies for young children’s learning through play. This study identified the attributes of an enactive pedagogy, in order to develop a design framework to accommodate enactive learning processes. From an enactive perspective, the learner is defined as an autonomous agent, capable of adapta- tion via the recursive consumption of self generated meaning within the constraints of a social and material world. Adaptation is the parallel development of mind and body that occurs through inter- action, which renders knowledge contingent on the environment from which it emerged. Parallel development means that action and perception in learning are as critical as thinking. An enactive approach to design therefore aspires to make the physical and social interaction with technology meaningful to the learning objective, rather than an aside to cognitive tasks. The design framework considered in detail the necessary affordances in terms of interaction, activity and context. In a further interpretation of enactive principles, this thesis recognised play and pretence as vehicles for designing and evaluating enactive learning and the embodied use of technology. In answering the research question, the interpreted framework was applied as a novel approach to designing and analysing children’s engagement with technology for learning, and worked towards a paradigm where interaction is part of the learning experience. The aspiration for the framework was to inform the design of interaction modalities to allow users’ to exercise the inherent mechanisms they have for making sense of the world. However, before making the claim to support enactive learning processes, there was a question as to whether technologically mediated realities were suitable environments to apply this framework. Given the emphasis on the physical world and action, it was the intention of the research and design activities to explore whether digital artefacts and spaces were an impoverished reality for enactive learning; or if digital objects and spaces could afford sufficient ’reality’ to be referents in social play behaviours. The project embedded in this research was tasked with creating deployable technologies that could be used in the classroom. Consequently, this framework was applied in practice, whereby the design practice and deployed technologies served as pragmatic tools to investigate the potential for interactive technologies in children’s physical, social and cognitive learning. To understand the context, underpin the design framework, and evaluate the impact of any techno- logical interventions in school life, the design practice was informed by ethnographic methodologies. The design process responded to cascading findings from phased research activities. The initial fieldwork located meaning making activities within the classroom, with a view to to re-appropriating situated and familiar practices. In the next stage of the design practice, this formative analysis determined the objectives of the participatory sessions, which in turn contributed to the creation of technologies suitable for an inquiry of enactive learning. The final technologies used standard school equipment with bespoke software, enabling children to engage with real time compositing and tracking applications installed in the classrooms’ role play spaces. The evaluation of the play space technologies in the wild revealed under certain conditions, there was evidence of embodied presence in the children’s social, physical and affective behaviour - illustrating how mediated realities can extend physical spaces. These findings suggest that the attention to meaningful interaction, a presence in the environment as a result of an active role, and a social presence - as outlined in the design framework - can lead to the emergence of observable enactive learning processes. As the design framework was applied, these principles could be examined and revised. Two notable examples of revisions to the design framework, in light of the applied practice, related to: (1) a key affordance for meaningful action to emerge required opportunities for direct and immediate engagement; and (2) a situated awareness of the self and other inhabitants in the mediated space required support across the spectrum of social interaction. The application of the design framework enabled this investigation to move beyond a theoretical discourse.
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Reyes, Cabrera Pablo Tchounikine Pierre. "Structural awareness in mediated conversations for collaborative learning environments." [S.l.] : [s.n.], 2005. http://cyberdoc.univ-lemans.fr/theses/2005/2005LEMA1026.pdf.
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Reyes, Cabrera Pablo. "Structural awareness in mediated conversations for collaborative learning environments." Le Mans, 2005. http://cyberdoc.univ-lemans.fr/theses/2005/2005LEMA1026.pdf.
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Cette thèse prend place dans le cadre des recherches sur l’apprentissage collaboratif assisté par ordinateur et plus particulièrement les nouvelles technologies de communication pour les communautés virtuelles d’apprentissage (CVAs). Les travaux ont porté sur l’analyse des conversations d'apprentissage ayant lieu dans les CVAs et la conception de mécanismes d’assistance visant à faciliter l'émergence de ces conversations à travers des outils de type forum (OTFs). Nous avons identifié dans les OTFs plusieurs anomalies qui peuvent freiner l'apparition des conversations d'apprentissage : "incongruence interactionnelle", " incongruence de convergence", "incongruence de tour de parole" et "incongruence de perception de groupe ". Afin de dépasser ces anomalies nous proposons une approche d’assistance entre pairs ("peer-to-peer") fondée sur la perception de structures ("structural awareness"). Cette approche est fondée sur la mise en évidence des propriétés structurelles des conversations afin de favoriser les interactions. Un OTF nommé MailGroup et un système d’assistance basé sur cette approche ont été conçus, développés et expérimentés. Ces expérimentations ont mis en évidence la pertinence de l'approche et permis d'identifier des pistes pour des recherches complémentaires<br>This thesis takes place on the Computer Supported Collaborative Learning domain. This field is centered on the design of learning environments that makes possible the support of collaboration in a group. In this context, this study principally aimed to create new technologies of communication for Virtual learning communities (VLCs). Particularly, our research issue is to analyze learning conversations taking place in VLCs in order to provide mechanisms to support and facilitate the emergence of these interactions among the users of Forum-type tools (FTTs). We have identified in FTTs several anomalies that can discourage the emergence of learning conversations taking place in FTTs: “interactional incongruence”, “convergence incongruence”, “turn-taking incongruence” and group perception incongruence”. We try to improve the FTTs to obtain better and perfectible environments for group communications. Thus, we propose a peer-to-peer support approach that tries to overcome these incongruencies that we will call the structural awareness approach. It puts emphasis on revealing the structural properties of a group to its members in order to promote better collaborative interactions. This support has been implemented on a FTT called Mailgroup. Mailgroup has been tested twice in different contexts, obtaining initial feedback of its pertinence according to our objectives. The results indicate that the work is properly oriented, but also that it is necessary to do further research
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Kim, Backyoung. "Autonomous elementary English learning in Korea using mediated structures." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2449.
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金裕璟 and You-kyong Kim. "The learning experience of Koreans learning Cantonese as a second language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945041.
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Bills, Christopher John. "Learning from experience : manifestations of young children's learning from pedagogic representations." Thesis, University of Warwick, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391936.
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