Dissertations / Theses on the topic 'Interactive learning modules'

Using presentations in an m-Learning environment enables delivery of rich content to a mobile phone learner. This study investigated how to prepare and stream presentations from a desktop computer to a mobile phone in near-realtime. It also addressed communication between users using interactive text chat in the same environment. Our analysis of text/podcast-based m-Learning applications revealed limited interactivity and lack of diversity in content streamed. To address this, we developed a mobile-based application that uses a task-timer model to synchronize with a server every n units of time to enable near-realtime streaming of presentation slides between mobile and desktop users. The application included text-based instant messenger. Laboratory experiments investigated the use OpenOffice and PowerPoint presentations and techniques used to convert these presentations into mobile phone compatible formats. Experiments were carried out with smart mobile phones running on a third generation cellular network. We employed transaction-logging techniques in addition to automated image analysis techniques to observe and record data. Analysis of the results revealed using presentations enabled more rich content than text-based models such as short message service-based frameworks and podcasts. Although m-Learning is not yet widely adopted, applications such as the one developed in the study offer high hopes for m-Learning because of the use of rich content and interactivity between users.

Certain Operative Dentistry skill sets, such as bonding procedures, do not require a refined psychomotor skill level as much as a mastery of the concepts, placement and timing requirements of the bonding procedure. Procedures such as these may lend themselves well to the interactive media style that today's students are so familiar with in a computer module "gaming" format.

Ensuring that teachers have high mental health literacy (MHL) is paramount, particularly because the prevalence rate for mental illness among children and adolescents is 10-20% (Mental Health Commission of Canada, 2013). Currently, there are few programs designed to increase the MHL of teachers, and the research base examining these is scant. As a result, more research is required to find effective methods of improving MHL among teachers. The current study explored the influence of a new, interactive MHL learning module on the MHL levels of B.Ed. candidates. A questionnaire largely adapted from existing measures was developed and factor analysis was conducted. Pre- and post-module MHL scores were analyzed using descriptive approaches and a repeated-measures MANOVA. Results indicate that pre-service teachers have high knowledge and non-stigmatizing beliefs in relation to MHL which did not change post- module completion; self-efficacy levels did show a small, non-significant increase.

The purpose of this study was to investigate the views of students and lecturers at the University of Namibia about teaching and learning. The study specifically determined the views of students and lectures in relation to language, teaching, learning and assessment as well as what we might learn from analysis of these views to assist in improving teaching, learning and assessment.

<p>he focus of this research is to establish whether there is a difference in the way the genders perceive the visualization of mathematics, with specific reference to set theory. The influence of the computing experience of students on their perceptions was also investigated. Interfaces were created for the teaching of set theory for learners in the first class of secondary school. Since the mother tongue of most the pupils is Dari the interface was made available in both Dari and English. The interfaces were used to gather the data for the researc</p>

Aplicativos educacionais podem promover diversos benefícios a professores e alunos, desde a redução de tarefas repetitivas à realização de atividades impossíveis com o uso de apenas lousa e papel. Módulos de Aprendizagem Interativa (iMA) são uma família de aplicativos educacionais que fornecem atividades interativas integradas a Sistemas de Gerenciamento de Cursos. O desenvolvimento de iMA, similarmente ao de outros sistemas criados em contexto de projetos acadêmicos, enfrenta problemas relacionados a manutenção e evolução de software, que afetam suas contribuições à sociedade. Isso é provocado principalmente pela degradação do código com o tempo e dos métodos ad-hoc utilizados, sem sistematização do processo ou procedimentos explícitos para prevenção desses problemas. Com o objetivo de aprimorar esse processo, esta dissertação apresenta uma Linha de Produto de Software (LPS) criada para o desenvolver iMA. O método usado para criá-la envolveu análise do domínio, formado pelos iMA existentes, a elaboração de um modelo de sistema para definir as responsabilidades das características obrigatórias, variantes e opcionais aos aplicativos, e a implementação de um arcabouço de aplicação. Assim, essa LPS consiste nesse arcabouço e seus manuais de funcionamento interno, utilização e evolução, promovendo reúso de código, arquitetura e processo. A avaliação deste trabalho foi conduzida com uma prova de conceito e um estudo de caso. A prova de conceito descreve o desenvolvimento de um novo iMA, chamado iTangran, apresentando a factibilidade da utilização da LPS para essa tarefa. O estudo de caso investigou com maior profundidade o impacto da LPS sobre a criação da nova versão de um aplicativo existente, chamado iVProg. Os resultados obtidos mostram que o oferecimento de um processo e uma arquitetura que guiam as tarefas do programador de iMA teve grande influência na sua percepção de produtividade e satisfação, além de contribuírem para a qualidade do código criado e sua documentação, fatores essenciais para a prevenção dos problemas de desenvolvimento enfrentados atualmente.<br>Educational software provide many benefits for teachers and students, from reducing repetitive tasks to offering assignments impossible with the use of only blackboard and paper. Interactive Learning Modules (iLM) are a family of educational systems which offer interactive assignments integrated with Learning Management Systems. The development of iLM, similarly to other software created in context of academic projects, faces issues related to software maintenance and evolution, which hinder their contributions to society. This is mainly caused by code degradation with time and to ad-hoc methods used, without a systematic process and explicit considerations to prevent these problems. With the goal of improving this process, this work presents a Software Product Line (SPL) for the development of iLM. The method used to create this SPL involved an analysis of the domain, which are the existing iLM, the creation of a system model in order to define the responsibilities of mandatory, variant and optional features among systems, and the implementation of an application framework. Therefore, the SPL consists of this framework and its manuals for internal operation, utilization and evolution, providing code, architecture and process reuse. Contributions of this work were evaluated by a proof of concept and a study case. The proof of concept describes the development of a new iLM called iTangran, presenting the possibility of using the SPL for this task. The study case investigated more deeply the SPL impact on the refactoring process of an existing iLM, iVProg. Results show that a guide and an architecture for the tasks undertaken by programmers have a significant influence on the perceived productivity and their satisfaction while working, also contributing to code and documentation quality, which are essential factors to prevent development problems such as those faced nowadays.

碩士<br>國立交通大學<br>土木工程系所<br>105<br>In the field of civil engineering, there are many abstruse and complex facilities for engineering practice. The need to discuss the strength and stiffness of material properties makes it closely linked with the mechanics of materials. Since the concept of stress and strain is abstract, the subject of this research is to produce E-learning modules which can help learners solve problems of visualization in order to assist them in thinking. These modules also add the most important interactive features to provide a vivid simulation or practice for understanding the topic concepts and formulas. This research developed interactive E-learning modules for mechanics of materials, and also set six principal themes for them through applying ADDIE Model process. By using EjsS program software tools to write the source code, and JavaScript, HTML5, CSS to construct a web interface, interactive instruction, interlocking relationship changes, it demonstrates a dynamic simulation of interactive E-learning modules supporting by a wealth of illustration and terse narrative. Users can freely input parameters, which will lead to the graphics automatically drawn by the system. By triggering the elements on the screen, they’ll be able to perform the function for dragging and dropping, or manipulate objects lever, generate other actions like clicking and sliding. Finally, we can receive learning results from the test page of random topic designed by computer program.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-07, Section: B, page: 4012. Adviser: Thomas S. Huang. Includes bibliographical references (leaves 91-95) Available on microfilm from Pro Quest Information and Learning.

碩士<br>國立交通大學<br>建築研究所<br>102<br>Inspired by the Biomimetic Design, Swarm Intelligent, Information Communication and Psychology of Learning, this design research proposes a module called Motion Transmission Kit (MTK) that is able to learn the motion from user’s teaching and information transmission. We expect to allow the user to teach motion directly to the motor on the integrated device, so as to bridge designer’s imagination and realization of the mechanism, as well as to explore the design of multi-device communications. The prototype module and its example applications take advantage of Arduino, Processing, 3D printer, etc., to explore the possibility of its applications and potential issues. In addition, to increase the flexibility and types of application, the module takes the environmental factors into account during the design phase. First of all, users can teach motion to a single module. Secondly, motion between each module will be transmitted directly or indirectly. Users can easily use the basic functions provided by the module to simplify the complicated wiring and coding process. User can rapidly explore the relationships between mechanical components and the dynamicity, therefore be more focused on realization and improvement of the design prototype.

<p>In this research paper, guided by Prof Z Groener, I explore the learning barriers experienced by deaf learners in the structured workplace component of a learnership programme. I focus on the learning barriers of deaf learners at work on an Information Technology learnership where the learning environment shapes and are shaped by deaf learners. Twenty deaf learners have entered during 2005 into an Information Technology: Technical Support NQF4 learnership, funded by the Information Systems (IT), Electronics and Telecommunications Technologies Sector Education Training Authority (ISETT Seta). I have determined how deaf learners are faring with work and learning in a technological environment that has experienced rapid and extensive restructuring during the past ten years. The specific difficulties which they experience during their structured workplace component of the learnerships have also been defined. I argue that when deaf learners form part of a community of practice, consisting of both deaf learners and hearing colleagues and who operate in the same area of knowledge and activity, they fare better than those who did not form part of such a community. I conclude this research paper with a link to the situated learning theory where I explain why the learner&rsquo<br>s situation contributed to their ability to learn.</p>

Text in English<br>In a quest to identify best practices in teaching courses in English for Specific Purposes (ESP), this study investigated effective teaching of an online English module in an Open Distance Learning (ODL) environment. Although ODL is attractive to both students and lecturers, there are significant problems regarding how learning, teaching, interaction and assessment should be conducted in this context. The problems are exacerbated by the limited knowledge of using the online systems and constraints linked to time spent on tasks. The study adopted the qualitative research approach, using a case study design and data collected from three research instruments, namely online questionnaires, an online observation schedule and a content analysis schedule. The research population in the current study comprised students, lecturers, and e-tutors based at one ODL university. In order to engender best practices of effective teaching in an ODL environment, the Community of Inquiry (Col) framework and Zone of Proximal Development (ZPD) theory were applied to the research findings of the current study. The findings indicate that effective teaching of an online English module in an ODL context could take place when content is effectively structured; assessment reflects course content; there is teamwork and collaboration amongst lecturers; students effectively interact with the material, lecturers/e-tutors, and with each other. The findings of this study add to the volume of research on best practices for effective online ESP teaching in ODL higher learning institutions.<br>English Studies<br>D. Litt. et Phil. (English)