Dissertations / Theses: 'Information Technology Course Design'

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Helps, C. Richard G. "Evolving Information Technology: A Case Study of the Effects of Constant Change on Information Technology Instructional Design Architecture." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2388.

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A major challenge for Information Technology (IT) programs is that the rapid pace of evolution of computing technology leads to frequent redesign of IT courses. The problem is exacerbated by several factors. Firstly, the changing technology is the subject matter of the discipline and is also frequently used to support instruction; secondly, this discipline has only been formalized as a four-year university program within recent years and there is a lack of established textbooks and curriculum models; finally, updating courses is seldom rewarded in a higher education system that favors research and teaching for promotion and tenure. Thus, continuously updating their courses place a significant burden on the faculty. A case study approach was used to describe and explain the change processes in updating IT courses. Several faculty members at two institutions were interviewed and course changes were identified and analyzed. The analysis revealed a set of recurrent themes in change processes. An instructional design architecture approach also revealed a set of design domains representing the structure of the change processes. The design domains were analyzed in terms of the design decisions they represented, and also in terms of structures, functions and activities, which are related to Structures-Behaviors-Functions (SBF) analysis. The design domains model helped to explain both negative and positive outcomes that were observed in the data. When design efforts impact multiple domains the design is likely to be more difficult. Understanding the design domain architecture will assist future designers in this discipline.

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Pereira, Audrey S. "Faculty Willingness to Complete Information Technology Training on Course Management Systems." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/524.

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The literature suggests that information technology (IT), including Course Management Systems (CMSs), allows higher education faculty members (HEFMs) to adopt better methods for teaching and learning, and that training contributes to adoption. However, many HEFMs are unwilling to complete IT training on the CMS, contributing to low adoption rates. Yet, little is known about what influences HEFMs to complete IT training on their institution's CMS, even though CMSs are widely available. The purpose of this study was to address this gap in the literature through a quantitative, cross-sectional study of HEFM perceptions of CMS characteristics, based on Rogers' diffusion of innovations theory, which may affect their willingness to complete IT training on their institution's CMS. The research questions focused on how perceived relative advantage (RA), compatibility (CMP), complexity (CMX), trialability (TR), and observability (OB) of the CMS impacted HEFM willingness to complete IT training on their institution's CMS. Higher education faculty member tenure status, rank, length of CMS use, level of CMS expertise, department, gender, and age were potential mediating variables. Data from 102 Fitchburg State University HEFMs were collected, and multiple regression models developed. Compatibility was significantly associated with willingness to train online, adjusted for department, and RA with willingness to train in-person and combined. This study has a potential positive impact on society through providing information for researchers and higher education administrators who are changing IT training on CMSs in order to improve adoption rates and the quality of teaching and learning at institutions of higher learning.

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Mathur, Roopa. "Students' Perceptions of a Mobile Application for College Course Management Systems." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/925.

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Higher education administrators need data on student perceptions to support their decision making regarding mobile learning (m-learning) applications. There is a lack of research addressing students' perceptions of mobile applications for course management systems (CMS). The findings of this study may help administrators understand students' perceptions of a CMS m-learning application, Blackboard Mobile Learn (BML). This m-learning application is available on mobile devices, such as the iPad, iPod Touch, iPhone, Android, and Blackberry smartphones. The purpose of this quantitative survey study was to explore the linear relationship between the independent variables of students' perceptions of usefulness and students' perceptions of ease of use with the dependent variable of the students' intent to use BML. The technology acceptance model (TAM) provided the theoretical framework. The study was a survey-based cross-sectional design in which 98 students from 2 community colleges were polled. The results of multiple regression analyses indicated that students' perceptions of usefulness and students' perceptions of ease of use were both significantly and positively related to students' intent to use BML. The results of t tests for population means where the variances are unknown confirmed the students' intent to use many of the specific functions of BML: Announcements, Information, Contacts, and My Grades. The findings were inconclusive for Discussions, Assignments, and Course Documents. This study is significant in that it provides college administrators and faculty with supportive data, giving students a new educational platform: mobile learning. The key positive social change provided is a CMS m-learning solution for students to be lifelong learners.

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Fritz, John Lance. "Using analytics to encourage student responsibility for learning and identify course designs that help." Thesis, University of Maryland, Baltimore County, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118996.

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The purpose of this study is to demonstrate how instructional technology impacts teaching and learning. Specifically, in this study I show how learning analytics could be implemented to encourage student responsibility for learning and identify effective faculty course designs that help. Typically, learning analytics focuses on data mining student use of an online learning management system (LMS), the most widely used instructional technology in higher education. However, key challenges include a relative lack of empirical studies, the field’s predisposition toward prediction vs. intervention, and a lack of understanding about the role of faculty LMS course design on student usage. Accordingly, I explore how system-generated feedback to students about their LMS use compared to peers can serve as a metacognitive “nudge” toward improved responsibility for learning and academic performance. I also explore how this approach might shine light on effective faculty LMS course designs. I show how analytics provides both a theoretical and methodological foundation for implementing interventions based on the learning sciences, including self-efficacy, self-regulated learning and instructional technology. Finally, my findings contribute to the dialogue about scalable institutional approaches to improving student retention, persistence and success. Learning analytics is made possible through the technology of data mining, but I believe it also serves as a mirror to reflect (if not assess) the impact of instructional technology on teaching and learning.

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

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Ruijan, Du. "Teaching Guideline for Work-Integrated E-Learning : Design Challenges of Online Courses in Production Technology." Thesis, Högskolan Väst, Avd för informatik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-6322.

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Due to the increasing requirements for continuous competence development in the manufacturing industry, workplace training and e-learning combined builds a new education platform. Such initiatives and educational models have increasingly been studied as work-integrated e-learning focusing on how organizations are trying to increasingly incorporate higher education at the work place, and how higher education can benefit from close cooperation with organizations. This thesis work investigate challenges among experienced higher education teachers who are going to design and implement course modules as a work-integrated e-learning initiative based on demands from several manufacturing industries in West Sweden. During the project, the required 20-40 course credits (ECTS) will be divided into smaller course modules, consisting of about 2-5 credits in order to meet demands of flexibility and time sensitiveness from participating manufacturing companies. As it is a cooperative project, the course modules could be tailored according to different requirements from the companies. The course modules are focusing on industrial automation, flexible and virtual automation, robotics, simulation based manufacturing, production systems and precision engineering among other fields within production technology. The research method is abduction with qualitative research, and the empirical data is collected through interviews. Through an abductive approach teachers subjective experiences were analyzed in accordance to how they expressed their challenges in relation to how to design courses with flexible pedagogical set ups, incorporating course content and what digital technology best matched these aspects. Based on these analyses, the design guideline was constructed in relation to the analysis and to previous research of collaborative learning and engineering education. The guideline for engineering teaching in production technology suggests a new pedagogical approach of work-integrated e-learning. The guideline is expected to help teachers to design and implement work-integrated e-learning course modules in the production technology field. As a result, the outcome of the guideline could contribute to the development of work-integrated e-learning as a more effective learning approach for competence development for engineering teachers

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Schartz, Shane. "The interrelationships of university student characteristics and the Keller ARCS motivation model in a blended digital literacy course." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18730.

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Doctor of Philosophy
Curriculum and Instruction
Rosemary Talab
The purpose of this study was to examine student motivation in a blended learning digital literacy course and its relation to student characteristics. The study consisted of 136 student participants enrolled in a blended learning digital literacy course at a Midwestern university. The Keller ARCS Motivation Model was the theoretical framework. The Course Interest Survey was used in the study, which was designed to measure motivation using Keller ARCS categories. Data was collected through the Course Interest Survey to voluntary student participants and through data obtained from the research setting. The study examined the following research questions: Research Question 1: Do statistically significant relationships exist between non-performance student characteristics and the Keller ARCS Course Interest Survey student motivation scores in a blended digital literacy course? Research Question 2: Do statistically significant relationships exist between pre-course performance student characteristics and the Keller ARCS Course Interest Survey scores in a blended digital literacy course? Research Question 3: Do statistically significant relationships exist between post-course performance student characteristics and the Keller ARCS Course Interest Survey student motivation scores in a blended digital literacy course? To examine these relationships, the study utilized MANOVAs to analyze the student characteristics on the four categories of the Keller ARCS Motivation Model. One significant relationship was found for Confidence within Academic Rank (p < .05), between Seniors and Freshmen. Seniors reported a .4799 higher Confidence score, on average, than Freshmen. Other characteristics did not have significant relationships. The mean change in pretest and posttest scores in digital literacy on the ALTSA assessment was 6.64. Recommendations for the research setting included the use of student focus groups to better understand and increase Freshmen confidence and the Freshmen experience, a review of course design and delivery methods, an exploration of variations of blended learning models, an examination of current test-out procedures, and adjustment of the scale used in this study to provide a wider range of motivation responses. Recommendations for future studies included a qualitative study of student performance characteristics, a mixed methods study of different learning models for course delivery, and an exploratory study aimed at expanding student characteristics.

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Salisbury, Lauren E. "The Impact of Course Management Systems Like Blackboard on First Year Composition Pedagogy and Practice." University of Findlay / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1432220779.

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McGlothlin, Cheryle D. "Evaluation of HQT Online Courses: Growth of Participants Technology, Pedagogy and Content Knowledge (TPACK)." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1411132394.

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Badrah, Mustafa Kamal. "Information technology strategies for detailed structural design." Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248505.

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Kalissery, Biju. "Managing agile information technology infrastructure." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/42363.

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Thesis (S.M.)--Massachusetts Institute of Technology, System Design and Management Program, 2007.
Includes bibliographical references (leaves 43-44).
Information technology (IT) can be a key contributor for the successful implementation of business strategies. However, companies normally find it hard to synchronize their evolving business strategies with the capabilities in IT. This thesis analyzes the key contributors to the problems in synchronizing business strategy and Information Technology and suggests both management and technical frameworks for an agile IT infrastructure that can stay in sync with the evolving business strategy. Agility in IT infrastructure means the ability for the infrastructure to accommodate evolving needs and business strategies without significant re-architecture. There is no magic bullet that could induce agility into an IT infrastructure and its management. But, this thesis studies the best practices in management and technology which are being used by industry leaders successfully.
by Biju Kalissery.
S.M.

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Jackson, CD Jr. "Educational technology: An online tutor training course." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2242.

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The goal of this online tutoring course project is to institutionalize an online tutoring training course. This instructionally designed model will target College of the Desert students serving as tutors. The students taking this course will generally be freshmen and sophomore students. A questionnaire was used to determine what the needs would be in order to build the online course.

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Bengtegård, Sebastian, and Martin Lundén. "Finding Course Literature: Exposing Overlooked Alternatives and Streamlining Targeted Information Retrieval." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20952.

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När en student idag utbildar sig vid ett svenskt lärosäte behöver denne införskaffa sig kurslitteratur som ett komplement till undervisningen. Det finns inget självklart tillvägagångssätt för hur studenten införskaffar sig sin kurslitteratur och information om litteraturen presenteras inkonsekvent över olika källor .Vi utvecklar därför ett stödsystem för sökning av kurslitteratur, med syfte att effektivisera sökprocessen samt att exponera studenten för eventuellt tidigare förbisedda källor till kurslitteratur.Systemet utvärderas i förhållande etablerade sökstrategier hos 22 studenter. Resultaten visar att användandet av detta stödsystem inte bara minskar antalet steg markant utan även minskar antalet tjänster studenten använder för att införskaffa sin kurslitteratur jämfört med studenters egna sökstrategi idag.
When a student is studying at a university or at a college university in Sweden it requires him or her to acquire course literature as a compliment to teaching. This is often taken for granted, but there is currently no equally obvious approach to how the student obtains his or hers course literature and there is a lack of a structure on how the information is presented.Therefore, we develop a prototype, a search tool which will help students locate their course literature. We do this to find a more appropriate method on how to search for course literature. Firstly, we wish to streamline the student's path to acquire their course literature, reducing the number of steps they need to take. Secondly, we wish to expose the student to previously overlooked sources of course literature. We do this as an experiment with the ambition to show how a possible solution could look like, if availability increased and guidelines was introduced on how to present course literature at Swedish universities and college universities.This system is then evaluated in relation to the established search strategies which the student is currently using to find their course literature.

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Charlesworth, Matthew. "An investigation of an undergraduate course module on the ethical aspects of information systems." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/199/.

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

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

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Stahl-Timmins, William Marck. "Information graphics in health technology assessment." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/4026.

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This thesis addresses the question of the design, production and use of information graphics in health technology assessment (HTA). Drawing on previous research in both information design and health policy, it describes a comprehensive design process for creating new visual presentations that can inform health policy-makers. The thesis begins by introducing, and functionally defining the terms ‘information graphics’ and ‘health technology assessment’ in Chapter 1. It then offers a methodological discussion of how research can be performed at the intersection between these two diverse fields. This discussion forms Chapter 2 of the thesis. The context of use is surveyed in two studies, which are presented in Chapter 3. These assess the current use of information graphics in HTA, and the information needs of health policy decision-making bodies. This enables a needs-based approach to the design of 10 information graphics, that could be used in hta. These are shown in Chapter 4. Finally, two of these information graphics are empirically tested with two further research studies, forming Chapter 5 and Chapter 6. The thesis is aimed at giving practical advice to those wanting to produce graphical presentations of information in HTA, and to provide the foundation for further original research in information design and HTA. Chapter 7 draws together the research from the rest of the thesis, to make recommendations in light of the combined findings.

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Huang, Ken S. M. Massachusetts Institute of Technology. "Towards an information technology infrastructure cost model." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/42365.

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Thesis (S.M.)--Massachusetts Institute of Technology, System Design and Management Program, 2007.
Includes bibliographical references (leaves 66-67).
Ever since the introduction of the Internet in 1994, one of the defining characteristics of the global economy, particularly in the US, is a dramatic increase in expenditures on Information Technology. While this trend is expected to continue, a major issue for companies of all sizes is the manner in which precise forecasting of future IT cost may be undertaken. The present thesis investigates the possibility that a set of the essential deterministic cost drivers with varying weighted factors may prove capable of estimating total IT infrastructure costs. An online questionnaire was developed for this purpose, and was used to survey senior IT leadership teams. The data collected from this survey was then computed with Analytical Hierarchy Process (AHP) to illustrate the relative importance of different cost drivers. The study revealed three primary findings. First, that a set of essential deterministic cost drivers with varying weighted factors could be used as a general tool for estimating the total cost of IT infrastructure. Second, these different sectors prioritize cost drivers differently from each other. In the Financial Services sector, for instance, the security of the IT network was reported to be of greater importance than the service call response time. In the Technology sector, however, the opposite was true. Third, numerous correlations were found to exist within each cost driver category defined. The correlated nature of these cost parameters may mean that a more parsimonious model may be more predictive of total IT infrastructure costs. It is hoped that these findings may be of benefit to a variety of large and small commercial and government entities, which may be able to use the predictive cost drivers to help eliminate problems related to inaccurate IT cost estimates.
(cont.) It is believed that the cost model proposed may be applicable across a variety of economic sectors. In this thesis, its applicability is demonstrated within the 3 financial services and technology sectors. Future research may be useful in evaluating the model further, by increasing the sample size, and by testing the reliability and validity of the cost model within additional economic sectors.
by Ken Huang.
S.M.

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Lee, Jaime. "Why Technology for Caregivers Fail| A Qualitative Study of GPS-Based Technology Supporting Alzheimer's Caregivers." Thesis, University of Baltimore, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746907.

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The purpose of this research is to understand the usability challenges of wearable Global Positioning System (GPS)-based technologies for at home caregivers managing wandering effects for loved ones with Dementia, specifically those with Alzheimer's disease. A total of four devices and 14 U.S. participants were studied using semi-structured, in-person qualitative usability methodology and an open coding system in the style of Grounded Theory. Though the study evaluated issues solely related to usability, the results expanded to a much larger design paradigm to be considered for improved and more directed solutions for future advancements that is symbiotic between a company and its end user. The proposed "life-proofing ecosystem", which contains eight pillars within its framework (user experience, customer experience, accessibility, governance, marketing, business, technology, cultural sensitivity) aims for more balanced product evolutions and progressive innovation. Future studies may provide scalar measurements for assessments beyond the proposed framework and ecosystem. Ultimately, the goal is to provide practical guidelines for designing life-proof solutions in today's highly connected society.

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Friend, Christopher. "Composing the Classroom, Constructing Hybridity: Writing Technology in(to) First-Year Composition Course Design." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6273.

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Online education has received excessive attention in recent decades as its characteristics and potential have undergone intense debate and scrutiny. Similar debate and scrutiny surround the content of first-year composition (FYC) courses. As we continue to define what composition studies entails, we redefine what we study in FYC. Yet discussions of blended delivery mode---using both online and on-ground teaching methods---get lost amid these debates. This dissertation addresses the dearth of research on blended online writing instruction by asserting the essential nature of connections between the content and the delivery of FYC courses. Through case studies of two experienced instructors teaching FYC in a blended environment for the first time, this dissertation evaluates the composition--both as a noun and as a verb—of FYC courses in light of the technology involved. Through an analysis of interviews with instructors, students, and faculty involved with FYC, I highlight the points of contact--the interfaces—that themselves create the experience of a class. This analysis applies interface theory from rhetoric and composition to the pedagogical acts of teaching FYC and reveals how attention to classroom interfaces can benefit our pedagogy. This project also incorporates student performance data (in the form of portfolio evaluations), student perception data (in the form of surveys), and comparative institutional data (in the form of website analysis) to better understand the varied causes, effects, and implementations of blended learning. By looking outside the classroom environment, I show how schools influence the way blended courses are perceived by those who create them. The differences in student and instructor expectations for this kind of class emerged as particularly influential in determining how successful a blended course can be. The perspective taken by an instructor in terms of experience and expertise also emerged as a significant determinant of perceived success, particularly for instructors themselves. This dissertation reveals the delicate balance instructors must navigate between relying on expertise in the field and exploring the course delivery as a novice. This balance allows instructors to be responsive, flexible, and dynamic in their classes while also assisting students in their efforts to better understand FYC course content. Overall, this dissertation defines and advocates for a hybrid approach to FYC instruction as an essential evolution of our pedagogical praxis. Students lead increasingly hybrid lives and learn in increasingly hybrid ways. Instructors must adopt hybridity in their classes to accommodate not only students' changing learning styles but also the changing nature of composition as a field and writing as its subject matter. And finally, institutions must consistently define and implement principles of hybridity to help reduce confusion and frustration across the disciplines. Suggestions for educators and institutions alike are provided to help meet the needs of today's students.
Ph.D.
Doctorate
Arts and Humanities
Texts and Technology

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Harrison, John Buckley. "Sense of Community in a Blended Technology Integration Course: A Design-Based Research Study." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4404.

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This design-based research study explored whether Sense of Community was maintained while flexibility in the course was increased through an adoption of a unique blended learning model. Data collected in this study show a significant drop in the sense of connectedness score from a mean of 50.8 out of 66 to a mean of 39.68 in the first iteration. The score then began to gradually increase, reaching 50.65 in the third iteration. Results indicate that transitioning to a blended learning environment may be a suitable option to increase flexibility while maintaining a Sense of Community in a project-based course. Future research into specific aspects of course design such as maturity of design, age-level of participants, and context would further develop understanding in this area.

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Barnes, Raymond J. "Conflict and ambiguity in information systems development." Diss., Online access via UMI:, 2005.

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Fox, Matthew David Nicholas. "Co-operative teaching and learning lifelines : critical information flows in a technology-mediated distance language course." Thesis, Southampton Solent University, 2000. http://ssudl.solent.ac.uk/1243/.

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This study considers critical information flows for successful technology-mediated distance language courses. The critical information flows presented and analysed are a set of key information interdependencies required of the stakeholders in a technology-mediated distance language course: learners; teachers; course designers; course managers. The data for this study comes from a pilot version of The Labguage Learning Network, a technology-mediated distance language course for professionals, designed and implimented by the author. The study is staged process which is divided into two parts. Part one, consisting of four chapters, puts forward a historical and theoretical context for the development of the experimental language course. The four orientation points proposed offer perspectives on language learning, language teaching, technology-mediated language courses and research methodologies relating to language learning and teaching. In part two, the experiment is defined. Data from the experiment are examined in detail, to support the evidence of the successful functioning of the language course from the perspective of: course design; learner experiences of course delivery; tutor experiences of course delivery. New knowledge in part two is presented as three integrated sections of the same study which contribute to the identification and analysis of the critical information flows which form the conclusions of this study. In the first section, the design process behind the Language Learning Network are discussed, to include the pedagogical, technical and managerial aspects. The design and implementation of the Language Learning Network which, through an evolutionary and synthetic process, makes new use of technologies and language pedagogies, is also seen in the context of the four orientation points put forward in Part One. The contribution to knowledge in this section concerns primarily the original design of the Language Network course. In the second section, the operation of the Language Learning Network is considered. Data from interviews and questionnaires administered to a group of learners are presented and analysed. The contribution to knowledge in this study focuses on new insights into a functioning technology-mediated distance language course. In the third section, the dynamics of the relationship between tutors and learners are considered using data from, recorded audio and video tutorialsThe primary contribution to knowledge of this stage is a skills and process framework for use in tutorials. This skills and process framework proposes types of interactions which can be used by teachers to foster high quality interactions in one-to-one teaching and learning situations. In the fourth and concluding part of the thesis, design and implementation issues highlighted in the first three stages are synthesised to propose ten critical 'learning and teachnig lifelines.' These 'lifelines' arise from mapping the design and delivery of technology-mediated distance language learning through the use of critical information flows. The critical information flows can serve as a guide to a new and integrated approach to technology-mediated distance language course development.

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Gillette, Eileen Marie. "The design process : designing information technology for the public sphere." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/29559.

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The public sphere represents dynamic spaces in our cities and communities that attract mass users and that promote information sharing in multifaceted yet mutually beneficial ways, often through the use of information technology (IT). Gauging the effectiveness of current IT for the public realm raises key questions on how designers interpret, approach and create information technologies for public spaces. In this thesis, I explored different aspects of the design process in the public realm, specifically The Museum of Anthropology (MOA) in Vancouver, Canada. I investigated such questions as: What are the design goals of creating such a system? Who is involved? What are the challenges and opportunities? In order to better understand the thinking, practices and vision of people involved in the design process, this thesis conducted an in-depth case study of the Museum of Anthropology Collections Access Terminal and Digital Catalogue System (MOA CAT). The MOA CAT system is a new, interactive information kiosk and public access system designed for museum visitors to search, retrieve and explore the museum’s collection. The methodology used in this thesis was a case study in which I interviewed participants involved in the design of the MOA CAT and reviewed documentation that spanned a decade of planning, building, and implementing the technology at the MOA. The purpose of this research was to understand the design process through the lens of the interdisciplinary team consisting of Information Manager, Designer, Project Manager, Communication Manager, Exhibit Designer and Museum Collection Manager. The findings emphasize that the design goals of the MOA CAT were to engage users, encourage exploration of information, and provide resources through an accessible information system. The design process observed in this case study of MOA demonstrated that design in the public and organizational spheres is an ongoing and fluid process driven by group collaboration and the formation and execution of key design goals, goals that ultimately encouraged meaningful interactions and exploration of a public space.

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Croon, Fors Anna. "Being-with Information Technology : Critical explorations beyond use and design." Doctoral thesis, Umeå : Umeå universitet, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-748.

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Couceiro, Rosana Margarida Fernandez dos Santos. "Design of a computer game for an information technology class." Master's thesis, Universidade de Aveiro, 2010. http://hdl.handle.net/10773/17039.

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Mestrado em Comunicação Multimédia
Actualmente algumas fontes de investigação científica consideram que o ensino tradicional, ao longo das décadas, tem sido menos apelativo (Foreman, 2003). Os alunos encontram-se rodeados por outros estímulos causados pelas novas tecnologias, novas formas de entretenimento e redes sociais (Prensky, 2001a; Raines, 2002), estímulos que se tornam mais apelativos do que o ensino tradicional. Uma das soluções apontadas e proposta pelos peritos na matéria é a inserção de jogos, um dos principais estímulos do entretenimento actual, como ferramentas de aprendizagem em ambientes formal escolar, como a sala de aula (Eck, 2006; Paras & Bizzocchi, 2005). O projecto que se apresenta foi desenvolvido no Departamento de Educação Física e Ciências do Desporto pertencente à Universidade de Thessaly e localizado em Trikala, Grécia, e apresenta um estudo sobre a aplicação do jogo como ferramenta de aprendizagem em contexto educacional. Este projecto consiste na conceptualização, desenvolvimento e avaliação de um protótipo de um jogo criado com o objectivo de motivar os estudantes do Departamento de Educação Física e Ciências de Desporto da Universidade de Thessaly, Grécia, a aprender conceitos da unidade curricular de Tecnologias da Informação. Considerado o propósito do jogo os conteúdos da unidade curricular foram adaptados para o jogo. Integrou-se a narrativa como elemento de motivação para os estudantes, foram conceptualizados cenários, personagens e level design, juntamente com a inserção de puzzles relacionados com os conteúdos da unidade curricular, mecânica do jogo e regras. O protótipo desenvolvido é constituído por um conjunto de puzzles com os quais se efectuou uma avaliação preliminar em dois grupos focais. A avaliação preliminar foi efectuada na Universidade de Thessaly, no pólo Trikala e na Universidade de Aveiro, com amostras de conveniência do público-alvo primário e secundário, respectivamente, para perceber se a estratégia do jogo e respectiva narrativa poderiam funcionar na unidade curricular em causa. Os resultados apontam que o jogo pode ser uma ferramenta a incluir na unidade curricular, depois das amostras do público-alvo primário terem demonstrado uma recepção positiva ao jogo e os seus conteúdos, sobretudo a narrativa e gráficos, e esperam que as próximas versões tragam mais puzzles e desafios como os que estiveram presentes no protótipo.

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Fife, Mary-Ann. "The influence of video lectures on student engagement in the University of Cape Town's first Massive Open Online Course." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22800.

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This study set out to determine the role that video lectures played in engaging participants with different learning styles in UCT's first Massive Open Online Course (MOOC), Medicine and the Arts: Humanising Healthcare. A framework based on Grundewald's adaptation of Kolb's Learning Model was developed in order to segment students according to their learning styles and analyse the similarities and differences in their preferences for various video production styles (e.g. talking head, location-based videos, office based videos, visually illustrative videos etc.). Since prior research in this field has been largely quantitative to date and descriptive of behaviour but devoid of meaning, this study took a mixed methods, case study approach with the aim of studying the intent behind behaviours in MOOCs rather than the behaviour itself. Eight Skype interviews with students who participated in the course were conducted and analysed. These interviews were transcribed and analysed using thematic analysis. The analysis of this qualitative data was supported by survey data gathered at the beginning of the course (pre-course survey - 2 916 respondents), surveys conducted during each week of the course (411 responses over six weeks) as well as after the completion of the course (postcourse survey - 130 respondents). All surveys were administered via electronic survey collection tools (i.e. Google Forms and Survey Monkey) and included both closed and open-ended questions. The pre- and post-course surveys were administered by FutureLearn and the surveys sent during the course were administered by the researcher. The data from the survey was analysed using mainly simple descriptive and correlation techniques as well as a cluster analysis. One of the key findings was that MOOC participants relate to the presenters in MOOCs through the videos, and the presenter's style and approach had a strong influence on the students' engagement. In addition, while there was no definitive conclusion about the effect of learning styles on engagement, a preference for social engagement was found to be a major differentiator between the natural groupings identified by the cluster analysis conducted. Given that this was a case study, it is recommended that the findings are tested across platforms and types of courses in order to further refine the results of this research and reduce bias.

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Gülen, İrem Arkon Cemal. "Design criteria of technology development zones a case study in İzmir Technology development zone/." [s.l.]: [s.n.], 2004. http://library.iyte.edu.tr/tezler/master/kentseltasarim/T000442.rar.

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Balaji, Ampolu. "DESIGN AND IMPLEMENTATION OF LOCATION-BASED INFORMATIONAL WEB APPLICATION (MyCPH and TreeHealth)." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1595468576863051.

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Chittur, Debra. "A Phenomenological Study of Professors and Instructional Designers During Online Course Development Leading to Enhanced Student-Centered Pedagogy." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10790356.

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This study explored the experiences of professors and instructional designers as they interact to design and develop a distance learning course. Six professors from several different universities who reported that their pedagogy improved after these interactions during the conversion process were identified and interviewed, along with the instructional designers with whom they collaborated, to determine what elements of the interaction led to the change in their pedagogical practices. The study used a Hermeneutics phenomenology approach employing a universal instructional design model (Merrill, 2013) and a threat regulation model of trust (Williams, 2007) to shape data collection and analysis. Analysis of the data showed that principles from the instructional design model (Merrill, 2013) were used by the instructional designers to communicate good teaching practices. Strategies from the trust-building model (Williams, 2007) were employed by the instructional designers as well as some of the faculty to reduce threats to collaboration. Faculty reported incorporating a more student-centered approach to their subsequent teaching, based primarily on improved student outcomes in these courses, including satisfaction, engagement, and retention of new knowledge. Four conclusions emerged from the findings: (a) Merrill’s First Principles (2013) is a useful model for explaining student-centered practices in higher education, particularly the principle of using real-world problems in course design, (b) Williams’s trust-building model explains some of the success of the professor/instructional designer interactions, (c) professors valued pedagogical support from experienced instructional designers, who facilitated changes in their thinking about pedagogy, and (d) professors were more likely to make changes in pedagogy when they could anticipate improved learning outcomes. Universities are recommended to implement the use of professional instructional designers and quality frameworks to introduce faculty to student-centered teaching practices. As change agents in the universities, instructional designers should take advantage of the opportunity to impact teaching practices in universities. Further research might explore how faculty incorporate new knowledge acquired as a result of interacting with instructional designers into their teaching. In addition, future studies could examine the incorporation of those features of instructional design that are not reflected in active learning methods, particularly the use of backward design to create connections between learning activities.

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Krupa, Frédérique. "Girl Games : gender, technology and design for women’s recruitment in Information and Communication Technology (ICT)?" Thesis, Paris 1, 2018. https://ecm.univ-paris1.fr/nuxeo/site/esupversions/dd3e6426-fd66-4db2-add5-56476ec75bf6.

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Cette thèse se concentre sur le genre, le design et la technologie à travers l'artefact des jeux vidéo - les produits de la culture d'ingénierie masculine, et le lien de genre entre ceux qui font les jeux vidéo (Production) et ceux qui les jouent (Réception). Ma recherche porte sur l'industrie du jeux vidéo consacré aux pré-adolescentes qui, il y a 20 ans, était le site de l'entreprenariat féministe espérant remédier au déséquilibre entre les sexes dans les TIC. Si la parité a été atteinte dans la consommation des médias, la production technologique reste délibérément une quête masculine. Cette étude constructiviste en trois phases commence par les préférences personnelles (MBTI) et l'orientation de rôles sexués (BSRI) des femmes dans le développement des jeux, en soulignant leur résistance aux stéréotypes de genre, et se termine par une étude ethnographique des enfants jouant à des jeux vidéo indépendants et non sexistes dans un programme extrascolaire à Paris. Utilisant la sémiotique pragmatique, cette thèse soutient que les croyances et habitudes des stéréotypes négatifs de genre et de technologie sont le principal obstacle à la diversité des genres dans les TIC - limitant le nombre de femmes désirant transgresser les normes de genre dans les professions masculines — et créant une prophétie auto-réalisatrice à travers la socialisation du genre par les parents qui réifient la croyance dans les compétences technologiques masculines tout en développant un accès et un encouragement technologiques inégal entre les sexes. La thèse se termine par de l'heuristique de conception pour la neutralité de genre dans les expériences numériques des enfants
This dissertation focuses on gender, design and technology through the artifact of video games — technology products of masculine engineering culture, and the gendered link between those that make video games (Production) and those that play them (Reception). My research examines a sector of the video game industry devoted to pre-adolescent girls, which 20 years ago was the site of feminist entrepreneurship hoping to remedy the gender imbalance in ICT (Information and Communication Technology). While parity has been achieved in media consumption, technological production firmly remains a masculine pursuit. This three-phase constructivist study begins with the personality preferences (MBTI) and sex-role orientation (BSRI) of women in game development, highlighting their exceptional resilience to gender stereotypes, and concludes with an ethnographic study of children playing independent, gender-neutral video games at an afterschool program in Paris. Using pragmatic semiotic epistemology, this dissertation argues that the belief-habits of negative gender and technology stereotypes are the principal roadblock to gender diversity in ICT – limiting the number of women willing to transgress gender norms into masculine professions and creating a self-fulfilling prophecy through parents’ gender-socialization that reifies the belief in masculine technological passion and skill while developing unequal gendered technological access and encouragement. The dissertation concludes with strategies for gender-neutralizing technology, including design heuristics for gender neutrality in children’s digital experiences

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Lai, Kam Wing. "Information technology in education computer-based training courseware design & development." Thesis, University of Macau, 1999. http://umaclib3.umac.mo/record=b1447771.

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Zhou, Bin S. M. Massachusetts Institute of Technology. "Enterprise information technology project portfolio selection through system dynamics simulations." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/43107.

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Thesis (S.M.)--Massachusetts Institute of Technology, System Design and Management Program, 2007.
Includes bibliographical references (p. 166-169).
As companies are increasingly relying on information technologies (IT) to help maintain their existing and develop new competitive advantages, investing effectively in IT is becoming more and more important. One of the biggest challenges facing an enterprise IT organization is how to select a project portfolio that is best aligned with the business strategies and to deliver highest value using limited IT resources. In this research paper, I examined in detail a recently proposed IT governance framework, designed a System Dynamics model based on this framework, and developed a simulation application to investigate constructs, relationships and scenarios suggested by the framework. My research identified and examined several levers through which IT managers can achieve better alignment with business goals and more efficient use of IT resources. I examined alternative IT governance regimes (combinations of rules and policies for selecting among opportunities and retaining existing systems) in terms of their effects on efficiency, feature satisfaction, and cost of the resulting legacy asset base. By choosing the right combination of relatively straightforward selection and retention policies, IT managers can steer their legacy assets toward a desired efficiency or satisfaction goal in concert with company strategies.
by Bin Zhou.
S.M.

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Wang, Pei 1969. "A system dynamics approach to the information technology outsourcing problems." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/34804.

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Velasquez, Andrea. "The design of a blended approach for teaching the TPCK framework in a technology integration course /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2865.pdf.

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Velasquez, Andrea. "The Design of a Blended Approach for Teaching the TPCK Framework in a Technology Integrated Course." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1871.

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This report describes the design, development, implementation, and evaluation of a web-based unit that was designed to enable blended learning in a course for pre-service teachers learning about technology integration. The unit aims to teach students about the TPCK (Technological Pedagogical Content Knowledge) framework and how to incorporate it in their teaching designs to make their instruction more effective. The report describes the process of design and development using the rapid prototyping technique. The evaluation section describes the results of the implementation of the design. Finally, the conclusion provides a critique of the project's strengths and weaknesses.

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Fenn, Terence Kevin. "Integrating contextmapping and interaction design: designing with and for small-scale urban farmers in Soweto." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/19976.

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This thesis describes and reflects on the effectiveness of integrating contextmapping as both a methodology and interaction design practice in order to co-design digital products with and for developing communities. A Design as research methodology is applied in this study within the specific contexts of a co-design project involving small-scale urban farmers in Soweto. The final design outcomes of the project are the interaction design documents reflecting the design requirements of a mobile application as well as a low-level prototype demonstrating a number of the identified requirements contained in the documentation. The study assumes a human-centred design ethos that positions problems facing users as contextual, complex and indeterminate and requiring a degree of consideration and understanding by the designer before they can be resolved. The design process applied in this study therefore focused on gaining an understanding of the farmers' life experiences in order to design effective and empathetic technological solutions that will be meaningful and useful to the farmers. For this purpose, contextmapping and interaction design theory, methods and tools were integrated. Examples of this integration include the application of Hassenzahl's Three Level Hierarchy of Needs model to guide the exploration of the farmers' experiences and contexts, the use of contextmapping's Sensitization Phase and generative tools to generate user research data and lastly, contemporary interaction design tools such as problem-ecology maps, personas and user-journey diagrams to develop and communicate design concepts to the farmers. The study concludes that this integration of contextmapping and interaction design is effective, in particular through its enablement of community participation in contributing meaningfully to the co-design process while further ensuring that contributions made by the participants are relevant and actionable to the interaction design.

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Ruhela, Vijay 1966. "Effective use of wire-less technology (WT) to enhance productivity in information technology (IT) activity management." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/29152.

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Thesis (S.M.)--Massachusetts Institute of Technology, System Design & Management Program, 1999.
Vita.
Includes bibliographical references (leaves 79-81).
Several wire-less technologies and devices are in use through out the IT industry currently. An analysis of features of such devices and services is done here. Most of them are used for handling unexpected situations (crisis management) and are not well integrated with the IT project or operations management A temporal analysis of Information Technology (11) processes (projects and operations) in a sector of financial industry in the United States reveals that at least some time delays in IT projects can be eliminated or reduced by effective use of latest digital wire-less technologies in an integrated manner. Further, the author proposes framework for deploying digital wire-less communication devices as an integral part of fast paced IT. A survey of several IT project managers and other decision makers also reveals that use of such technologies when planned, communicated and executed well can bring about considerable competitive advantages.
by Vijay Ruhela.
S.M.

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Bignell, Kris. "An analysis of the effects of hybrid course delivery on student perceptions and academics in health information technology." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007zimmerman-bignellk.pdf.

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Syrjänen, A. L. (Anna-Liisa). "Lay participatory design: A way to develop information technology and activity together." Doctoral thesis, University of Oulu, 2007. http://urn.fi/urn:isbn:9789514285912.

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Abstract In this thesis a new phenomenon called lay participatory design (PD) is described and defined. The work is based on a long-term historical and ethnographic field study in a non-profit community of dog breeders. The case community is committed to the understanding and support of indigenous dogs and their hunting skills through the improvement of breeding knowledge using information technology. This is conceptualized as a user-field-design perspective within a natural cultural historical IT context. The new design mode based on this perspective can be seen as infrastructuring, which integrates the activity, community, and IT. Once in actual use, new knowledge and IT is put into practice in the field, which is the actual focus of the change. As it is practice field-driven, lay PD differs conceptually and theoretically both from conventional and professional IT expertise and IS design models, and from representative-, design- or project-driven approaches to PD and to design ethnography. Because of the traditional division of labour in IS these approaches often take only the professionalized (IT) design as the starting point and ignore the epistemological interests of ordinary people, non-IT-professional users active in their own, everyday domains and in their own participative and collaborative practices in the field of practice. The use-field-design perspective, which is conceptualized in lay PD, is complementing these approaches because it takes seriously ordinary people/users as local designers who are competent with topics, everyday domains, activity and IT located in the related field of practice. The case shows that IT and the core activity of a community can be developed together, and that this co-development is sensible. The results of this study suggest that lay PD concepts can describe essential features of the design process for everyday communities of practice. As a bottom-up form of systems design using everyday knowledge, lay PD can be adopted in other domains and study areas. Thus, lay PD is one new member in the emerging family of Participatory Design, Social Shaping of Technologies, and End User Development-driven systems.

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Lees, David Yeung. "An analysis of knowledge work and its implications for the design of information artefacts." Thesis, University of the West of England, Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387939.

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Saodekar, Sarvesh P. (Sarvesh Pramod). "Information technology and sustained competitive advantage : a research model for the effect of information technology on sustained competitive advantage and an empirical analysis." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/76508.

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Thesis (S.M. in Engineering and Management)--Massachusetts Institute of Technology, Engineering Systems Division, System Design and Management Program, 2012.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 70-72).
Companies consider Information Technology (IT) to be a major factor for achieving sustained competitive advantage (SCA). The effect of IT on firm performance has been studied from two main perspectives: the market based perspective and the resource based view. The market based perspective emphasises market structure as the primary cause of a company's strategy and the resource based view builds on the concept of an enterprise as a bundle of unique resources. In this thesis, the effect of IT on SCA is studied from these two theoretical frameworks and an integrated research model is proposed. This model considers contribution of IT factors: IT assets, IT capabilities and IT strategies towards SCA. An empirical analysis of the SCA research model has been done through surveys. The results of this analysis do validate some literature based findings but do not provide statistical evidence of any IT factors leading to SCA.
by Sarvesh P. Saodekar.
S.M.in Engineering and Management

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Shrestha, Chandra R. "Advanced technology in a low technology setting : the application of building information modeling in the rural settings of Nepal." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1379441.

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Advanced technology is often considered to be the property of those individuals or corporations based in the richest and most powerful nations, or the rich and powerful individuals or corporations that can be found in the world's poorest countries. It is typically the case that the most disadvantaged populations do not have equal access to the internet, laptops or personal workstations, fabricating machines, or any of the many software programs or hardware components that are available to many of the world's workers and citizens. There is a tremendous gap between those with access to advanced technology and those without.The aim of this thesis is to address this gap by speculating on the potential of implementing an advanced software application—Building information Modeling (BIM)--into several low technology settings that exist in the author's home country of Nepal.To advance this question, a number of research tactics were engaged: field research was conducted in Nepal during the summer of 2006; advanced digital applications, including Revit and BIM software, were studied and used both as a graduate student and an intern in an architectural firm in Atlanta, Georgia; and the non-governmental organization READNepal was contacted and studied, as was the architectural office with which they collaborate in Katmandu.Three different sites in Nepal were selected to highlight the differences present in the rural areas in terms of cultural, social, and physical qualities, as well as to consider the different "cultures of building" and levels of technological sophistication in the three settings.In time, "trajectories" were developed that link the digital tools readily available to the READNepal offices in New York and Nepal, with the architect's office in Katmandu, and with the contractors and day laborers (who are often illiterate) in the countryside. In this sense, it is suggested that through the introduction of basic software and hand-held devices, information can flow not only from the funding organization's office in New York to the architect, or from the architect to the job site, but from the job site to the architect and READNepal office as well. In this way, communication is improved and the architecture has the potential to be more localized. Power is distributed and knowledge flows not only from top-to-bottom, but from bottom-to-top, from day laborer in rural Nepal to architect in Kathmandu to New York office worker.The thesis offers not a concrete solution but rather an understanding that while potential exists, there is much more to be done to bridge the gap that exists between clients, architects, and constructors in societies where gaps exist between those who have access to high technology and those who do not.
Department of Architecture

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Vernon, Mona Masghati. "The role of customer experience in technology strategy : implications for product adoption in information technology." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/67569.

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Thesis (S.M. in Engineering and Management)--Massachusetts Institute of Technology, Engineering Systems Division, System Design and Management Program, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 104-105).
This research identifies and describes the impact of customer experience on the adoption of information technology products. The research findings are applied to the business case of a global technology firm entering into in the cloud computing space. We chose a customer-centric lens in order to better understand how information technology is turned into value for the customer. We complemented well-defined industry-level models of technology adoption by building an original system dynamics model of the relationships of the technology firm with its enterprise customers. Important dynamics were derived from the review and analysis of selected leading edge managerial frameworks that were best suited for the studied business. The market analysis includes interviews with potential enterprise and small business cloud customers, market analysts, and executives at several companies selling cloud computing services. At the firm level, we modeled the effect of different product launch and development strategies and the impact of organizational learning on new business development. The system dynamics model is a management flight simulator that overcomes the limitations of classical management frameworks. The model was calibrated against historical product adoption data that was provided by a leading global information service provider. By running different scenarios, managers may simulate the impact of investments in research and development and marketing. Managers may also test the implications of successfully designing a positive customer experience and of adopting a culture of continuous improvement and business experimentation. The results of this study show that in order to survive and compete in the digital economy, information technology companies need to shed a comfortable yet myopic focus on technology advantage and acquire the capability to develop and execute business strategies focused on excellent and inimitable customer experience. The willingness to experiment and ability to learn are critical success factors. Sustainable competitive advantage also hinges on having the ability to run business experiments, fail, learn from failures and effectively spread that knowledge through the organization.
by Mona Masghati Vernon.
S.M.in Engineering and Management

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Oztoprak, Aydin. "An Evaluation Of Virtual Design Studio: A Course Between Middle East Technical University And Delft University Of Technology." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12605312/index.pdf.

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This thesis analyzes the application of computer aided design tools and online collaboration environments in design education. The focus of this study is the utilization of online collaboration environments in design education in order to conduct an efficient and effective virtual design studio course. The requirements of design education and online collaboration environments will be identified and the coinciding and conflicting points will be discussed. The elements of design education
the concept generation phase of design process, peer learning in design studio and design juries will be evaluated with regard to the literature survey and the findings of the case study. The findings of the case study indicated that in concept generation phase of design process the number of concepts created was not less than a similar project in a traditional design studio and publishing students&rsquo
works to public via a shared online environment motivated students in a positive way to participate in studio activities in a positive way.

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Elrufaie, Elharith Omer. "A Wiki paradigm to manage online course content." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2446.

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This project develops a new version of the Wiki style administration of online course content. It will implement a teaching and learning tool that works as a easy and quick communication interface between instructor and student. The second purpose of the project is to design an easily extendable and maintainable architecture, which provides a generic Wiki system that can work for any information technology department and handle sets of courses and insturctors.

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Turns, Jennifer. "Supporting engineering education with information technology : the case of instructional design experiences." Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/24942.

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Franklin, Barbara L. "Design and implementation of the Information Technology Management Group faculty research catalog." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA304404.

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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, September 1995.
Thesis advisor(s): T. Hamid, Shu S. Liao. "September 1995." Bibliography: p. 245. Also available online.

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Kinney, Todd M. "Utilizing web-based technology to design and implement a conference information system." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1997. http://handle.dtic.mil/100.2/ADA333480.

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Salah, Feda Mohammed Munther. "Development of creative and innovative design techniques through advanced information technology methods." Thesis, De Montfort University, 2008. http://hdl.handle.net/2086/4348.

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Design is considered a goal-oriented, problem-solving activity that relies on several key elements namely: human experience, creative thinking and related knowledge. These three key elements if integrated within any design development and accompanied by suitable design methodologies made possible by design computation and advancements in computer technologies can achieve the most creative and competitive results. The reviewed previous research studies discussed specific areas but lacked holistic perspective on creative design systems necessary to support creative design teams throughout the entire design process. The main aim ofthis current research is to address the issue of creative thinking in design from a holistic perspective. Furthermore, to establish a new approach for applying evolutionary computing and visualizing technology in support ofcreative design thinking among design teamsTo achieve this main aim several objectives have been accomplished: (1) investigating existing related areas of research through literature review and interviews, (2) developing a holistic approach for creative design thinking, (3) constructing the overall architecture for a creative design environment to support creative design thinking, (4) developing a novel design computational model to enhance creative design thinking, (5) developing a methodology for creative design model which integrates various necessary elements (6) developing a working prototype using web-technologies, and design computational methods, and (7) validating the developed system through the application of a case study.

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Halimi, Hassan S. "The Role of Information Technology Organizational Design in Firms' Ability to Innovate." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1382.

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Information technology (IT) organizations have become an integral part of many firms, with increasing strategic significance. Consequently, investments in IT represent a significant percentage of a firm's expenditure. Despite the investment, the business value of IT has been difficult to quantify, creating uncertainty about a firm's investments in IT innovation. The purpose of this nonexperimental study was to examine relationships between a firm's innovativeness and 3 IT organizational design factors: knowledge creation, dynamic capabilities, and communication structures. The research questions addressed the relationships between a firm's ability to innovate and specific design elements of the IT organization. The study was based on Nonaka's dynamic theory of organizational knowledge creation, Schumpeter's industrial market structure, and Wernerfelt's resource-based view of the firm. Data were collected from an online survey with 115 employees of firms that depend on IT to deliver their products or services. Pearson product-moment correlational analysis revealed statistically significant relationships between the IT organizational design factors and a firm's ability to innovate. The implications for positive social change stemming from this study affect managers of firms that rely on IT to deliver products or services. The findings suggest that the design of the IT organization influences the performance of the firm through cost reduction and its sustainability through innovation, both of which lead to community economic empowerment thus benefiting the general public.

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Dissertations / Theses on the topic 'Information Technology Course Design'

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