The use of information and communications technology (ICT) in schools has become widespread in many countries throughout the world. The extent to which it has been incorporated into the work of schools varies widely from simply as a tool to help produce documents to one that is fully integrated into the whole school curriculum. Initiatives taken to encourage teaches to use ICT in their teaching and learning methodologies inevitably raise awareness of pedagogical issues and how these should be reappraised in the light of the demands of encompassing the new technology. China started the process of introducing ICT into its schools later than many other countries. This study examines the use of ICT in middle schools in cities in north east China to discover the attitudes of teachers and students to how effective the use of ICT is from their viewpoints. In addition the study ascertains the possibilities for further development of the use of ICT to enrich the students’ education. Where possible the interpretation of the analyses of the findings are generalised further from the two cities in which the survey took place.

This case study of a Swiss adult-learning institution investigates changing literacy practices and skills in adult foreign language education with relation to e-Iearning and with reference to the role of writing. Aspects concerning autonomous learning, teaching presence, and factors influencing the e-learning adoption-innovation process including access, pedagogical and policy-making implications were examined. The study uses both qualitative and quantitative research methodologies. It is underpinned by thinking in the New literacy Studies tradition and hopes to fill an existing gap in research, as much of the available literature seems to focus on children or higher education. The main results indicate that currently there is a mix of, on the one hand, low digitally skilled and reluctant teacher-adopters and, on the other, highly enthusiastic an~ digitally motivated ones, There is also an indication that access to simple infrastructure, with a relatively small investment, could produce good results in helping practitioners move along the path from innovation to adoption. Digital literacies and changes in literacy practices tend to put writing at the centre of communication. Writing is intended both as a subject area and as a means of communicating digitally, The results also reveal that the role of writing is closely linked to whether practitioners and learners alike consider the communicative value of writing to be on par with communication using the spoken word, i.e, whether collaborative writing in particular can be considered 'talk', The data points to a joint need by policy-makers and practitioners to acknowledge new digital literacy practices and to include them in a holistic way in local contexts and curricula, It also points to the need for institutions to take responsibility for providing links between research and practice and to provide integrated training in the field of e-learning and blended learning.

E-learning is increasingly adopted to support face-to-face classroom-based learning or implemented as a complete standalone learning system. Its inherent adaptable nature and ability to provide learning anywhere, everywhere and anytime makes it a versatile tool for access to basic, professional and higher education. This research proposes and develops an adaptable e-learning approach, focusing on the learner's requirement specification and negotiation of course with multiple providers to improve online learning. This addresses issues of inflexible learning model, narrow coverage of subject domains in existing systems and ineffective use of educational resources, using design research methodology (DRM). The proposed Intelligent Learning approach provides learning support by applying collaborative and deliberative capabilities of software agents to e-learning systems. Designated learning support agents negotiate with providers on behalf of the learner for courses, matching specified requirements. This is achieved through agent negotiation strategies, devising dynamic learning plans (DPLAN) and online learning contract (or EContract) between the system and a range of providers, to harness the changing needs of the learner, hence, providing an Adaptive Agent Learner Plan (ADALP) approach. It develops and applies a 'Basic Requirements Learning' model, addressing specific learning objectives, supported by a two way evaluation process that enforces learning flexibility, empowering learners and accommodating a wide spectrum of learning needs. Unlike traditional Intelligent Tutoring System (ITS), learning objectives are not fixed and are constituted dynamically from learner specifications. The ADALP approach provides multiple provider support options, generating learner feedback for goal oriented, but flexible learning. This deviates from the traditional 'top-down' approach, where instructors and designers create fixed models of different categories of learners and their needs. The prototype of multi-agent system (MAS) demonstrates contributions of the approach, applying Multi-issue-Negotiation and Contracting Courses with Multiple Providers; devising dynamic personalised learning plans and learning commitment (or e-contracts) between learners and providers. It implements designated agents which generate tasks and sub-tasks corresponding to the learners' goals and objectives; 'biding' for learning and tutoring resources from multiple providers to deliver on the derived tasks. Personalised learning plan aligned with online learning contract is generated for each learner based on the specified requirements and learning goals, as a result. It is argued that the ADALP approach empowers learners and improves on similar approaches, in comparison to existing adaptive learning systems.

The main objective of this study was to determine the effect of technology on attention and concentration within the South African classroom. The theoretical investigation showed the link between focus, attention and concentration. It also revealed the importance of motivation in order to capture the attention of the learner in the classroom. The life-world of the learner is often far removed from the classroom learning context. During the empirical investigation, lessons were conducted with and without the presence of technology in order to ascertain whether a difference in attention and concentration would elicit different results. An ANOVA procedure indicated that there is a significant difference between the average achievements of a group of learners exposed to technology during a lesson, compared to a group not exposed to technology; there is a significant difference between the average attentions of a group of learners exposed to technology during a lesson compared to a group not exposed to technology; there is a significant relationship that exists between motivation and concentration; and that a significant relationship exists between motivation and attention in Mathematics. / Educational Studies / M.Ed. (Psychology of Education)

Τα τελευταία χρόνια γίνεται ολοένα όλο και πιο έντονη η επιθυμία, τόσο από εκπαιδευτικούς ή μαθητές, αλλά και από άτομα μεγαλύτερης ηλικίας που θέλουν να αναπτύξουν την γνώση τους σε κάποιο αντικείμενο, για την δημιουργία εκπαιδευτικών μηχανών (λογισμικών) που θα μπορούν να αντικαταστήσουν σε μεγάλο βαθμό τον ρόλο του εκπαιδευτικού. Η προστιθέμενη αξία ενός εκπαιδευτικού λογισμικού θα μπορούσε να είναι η εύκολη πρόσβαση σε μεγάλο όγκο πληροφοριών, η πιο συστηματική εκμάθηση, καθώς και η εξοικονόμηση χρόνου και εκπαιδευτικών πηγών (εννοώντας τους εκπαιδευτικούς ως φυσικά πρόσωπα). Το ζητούμενο δεν είναι απλά η δημιουργία ενός εκπαιδευτικού λογισμικού αλλά ενός "σωστά" δομημένου εκπαιδευτικού συστήματος. Αυτό σημαίνει ότι ο εκπαιδευόμενος θα μπορεί να αντλεί σωστά και μεθοδικά πληροφορία από αυτό, όπως ακριβώς θα έκανε αν είχε στην διάθεσή του έναν καταρτισμένο εκπαιδευτικό. Στην παρούσα λοιπόν εργασία, μέσα από ένας συνδυασμό νέων τεχνολογιών όπως είναι αυτή των οντολογιών και του σημασιολογικού ιστού καθώς επίσης και θεωριών συσχετιζόμενων με την εκπαίδευση, παρουσιάζονται τα βήματα για δημιουργία ενός διαδραστικού crowdsoursing εκπαιδευτικού συστήματος. Παρουσιάζεται ένα σύστημα που με απλά λόγια θα είναι σε θέση να εξυπηρετεί μαθητές και εκπαιδευτικούς αλλά και οποιονδήποτε άλλο ενδιαφερόμενο, να προσφέρει μεθοδική εκμάθηση, να συλλέγει πληροφορία από τους χρήστες του την οποία να επεξεργάζεται και να την διαθέτει σε αυτούς σε ξανά βελτιωμένη και εμπλουτισμένη. / -

This research seeks to apply the concepts of collaborative learning and open learner modelling in order to find out whether seeing their own group learner model helps learners improve their learning in a computer-based collaborative learning environment. There is previous work on giving back information about learning performance as a group but very little, if any, empirical work on the benefits of a group open learner model (GOLM). A major benefit of collaborative learning is to encourage learners to learn further from what they cannot achieve when do it by themselves but they can manage with another. Combining this with viewing and judging the information about learning found in a learner model, it was expected that this would increase their learning awareness in order to improve their learning performance. Without such group learner models, learners might not improve their learning performance in the collaborative learning environment as much as they might. To find out whether opening the group learner models helped learners to improve their learning performance we developed a system called 'GOLeM', and we focused on the learner's score on learning concepts and their degree of confidence in their answer. GOLeM was used as a learning environment to test for evidence in relation to two comparisons of individual performance. The first was a comparison of individual performance between participants in a non computer-based individual learning environment and a computer-based collaborative learning environment. The second respect was to compare the results of learning in two different computer-based collaborative learning environments which were only different in terms of whether or not the learners could see their group learner model. The content of number-conversion is chosen for the domain knowledge. Dialogue games and sentence openers are used to implement a chat-tool to exchange beliefs between peers. Bar charts and textual explanations are used as external representations of learning performance as a group. The system was implemented and tested in two versions: paper-based, for the plausibility of the content and the user interface; and computer-based, for comparing the learning results among three different learning environments regarding the two respects above. To make sure what we built was valid – in terms of suitable content applied to the right target group of learners, we did several tests. These tests consist of a questionnaire with multiple choice questions applied to a small group of participants some of whom have a background in computing, and some have no background in computing. The questionnaire was examined for the suitability of its content and for the target group. A modified questionnaire was used with 122 participants who have a background in computing to validate in relation to the difficulty level and item discrimination. Five questions were selected as representative of the domain knowledge for a paper-based design and applied to six pairs of learners for the suitability of the questions and the number to be used, time taken, user interface, etc before developing the computer-based version. Regarding the comparison between participants in a non computer-based individual learning environment and a computer-based collaborative learning environment, the results show there is a significant difference at the 5% level in terms of learning concept-score and degree of confidence in favour of individual learning performance of learners in collaborative learning environment. Considering the comparison of learning between the two computer-based collaborative learning environments, participants who are able to see their learning performance as a group learner models both before the group test and after each item of the group test, have a slightly higher concept-score and improved degree of confidence than those who cannot see these learner models. Moreover there evidence regarding the participant's self-assessment and peer-assessment, their opinion of the helpfulness of seeing the group learner model and their satisfaction in using this system confirms that further study in this area is justified. It leads to the conclusion that in these specific circumstances, learners benefit more from learning and seeing their group learner model. However the evidence that we have here is not sufficient to answer whether it is likely to be true that other systems like this will always lead the better learning. As a result, we plan to continue our work in both similar and different directions to improve the strength of the conclusion that providing group learner model in a computer-based collaborative learning environment helps learners to benefit from learning. The thesis mainly contributes to both CSCL and AIED communities for further study of GOLeM itself. Regarding the AIED community, GOLeM can be used for the further study on the benefits of seeing learning performance as a group learner model both before and after performing a group-test. Regarding the CSCL community, using this GOLeM with either a larger or a wider variety of groups of learners focusing on knowledge contribution during the group-test for the concrete evidence to support that social interaction has an impact on collaborative learning. The evidence that we have found suggests that being able to see a GOLM improves learning. Though this evidence is not statistically significant, this thesis has provided the most thorough empirical examination of the benefits of a GOLM so far.

This thesis presents research performed over the span of 9 years in the area of adaptive multimedia interfaces (specifically Adaptive Hypermedia in eLearning), with special focus on a cultural education model. In particular, the thesis looks at how the adaptive interfaces can cater for cultural diversity in education, instead of presenting a homogenous delivery for the whole student population, regardless of their cultural background. Specifically, this research provides a framework for cultural adaptation, CAE (Cultural Artefacts in Education), based on Marcus & Gould’s web model, as well as its source, Hofstede’s indexes. This framework is supported by a questionnaire, the CAE questionnaire, a key product of this research, which has been shown to map on Hofstede’s indexes, and which has been used to model features for personalised adaptive interfaces for different cultures. The questionnaire is in English language, but this work also presents a study showing to what extent the results obtained are similar to native language questionnaire results. The CAE Framework is further extended by providing two ontologies, a full-scale ontology, called the CAE-F ontology, and a light-weight ontology, called the CAE-L ontology. These ontologies detail the HCI (Human Computer Interaction) features that need to be integrated into an adaptive system in order to cater for cultural adaptation. These features can be used for all types of adaptation, as defined in adaptive hypermedia. The latter ontology is then illustrated in a study of eleven countries, for the specific cultural adaptation case of interface adaptation, of which current research is extremely sparse. These illustrations are further used in a formative evaluation, which establishes to what extent the cultural adaptation ontologies can be applied. This is followed by a summative, real-life evaluation of cultural adaptation for Romanian students, and the results are reported and discussed. This study validates the proof of concept for using CAE in a real world setting. Finally, the overall achievements of this work are summarised, conclusions are drawn, and recommendation for further research are done.

M. Tech. (Information Technology, Faculty of Applied and Computer Sciences) Vaal University of Technology / The majority of research studies completed on podcasting technology focused on the acceptance of podcasting technology in the educational settings and the challenges that it poses for higher education institutions and instructors. Very little interest has been accorded to the effect that podcasting could have on the learners‟ academic performance. Utilizing a quasi-experimental non-equivalent group posttest, a wide used research method in the education discipline, the relationship between podcasting technology and academic performance, is investigated. The quasi-experimental was performed based on data collected over a period of 12 months, in which a non-random sample of 150 learners was taken from a population group of 350 management and entrepreneurship undergraduate learners at the Tshwane University of Technology. The sample was separated into two groups, namely the experimental group of 75 students, and the control group of 75 students. Both groups were offered the same subject by the same instructor. Control group learners are learners who have already completed the subject in the first semester before the podcasting technology was introduced in the subject. The experimental group learners are learners who have completed the subject through the support of podcasting technology. The assessment marks for four formal tests of the two groups were compared by means of a t-test to determine the effect of the intervention. The outcomes of the study showed an increase in the overall mean score of the experimental group in comparison to the mean score of the control group. The number of students obtaining distinctions also increased, compared to the control group. These considerations possibly indicate a positive relationship between the availability of podcast lectures and academic performance.

This study investigates a process of technological innovation in the classroom, and a range of related issues. It discusses the development of a technology-assisted tool, ThinkSpace, combining computer-based concept mapping and a wiki, aimed at facilitating collaborative and critical engagement with complex study material. The study adopts a design-based research approach in order to develop in tandem the technological implementation of the tool as well as the pedagogical practices for the use of the tool in the classroom. ThinkSpace was introduced into two schools where it was used by A-level history students. In close collaboration with the teachers practical uses for the tool were developed and implemented in the classroom. Data were collected through classroom observation, student and teacher interviews, as well as gathering evidence of students’ work with the tool. The thesis engages with questions of developing pedagogical practice to incorporate technological tools. It provides insights into the processes of working with teachers and students on collaborative innovation projects and the ways in which technology and pedagogy can gradually be aligned to achieve shifts in classroom practice. The project also investigates opportunities for developing productive uses of wikis and concept mapping in the classroom. The results of this study highlight the gradual and incremental nature of innovation in the classroom. The study concludes that innovation with tools such as ThinkSpace requires changes to deeply-seated learning practices, which are closely linked to student identity. If such practices are to be altered, it is necessary to think more carefully about supporting students through the pedagogical changes that some technological innovations endeavour to put into place. Possible ways of providing support in the processes of innovation were found in the present study through the scrutiny of the ways some students were beginning to appropriate the ThinkSpace tool. This suggested more targeted ways of encouraging conceptualisation and collaboration practices, which were the target of the innovation presented here.

Notre thèse a pour objectif d'alimenter le débat sur l'opportunité de la place de la science informatique et ses aspects propédeutiques dans un curriculum pédagogique de l'enseignement général. La citoyenneté est un concept fondateur des objectifs de nombre de systèmes éducatifs, en France notamment. Nous avons placé l'objet de notre étude au niveau de cette citoyenneté. L'étude de la science informatique au lycée contribue-t-elle à l'apprentissage d'une forme de citoyenneté des jeunes dans leur parcours d'études secondaires ? Le terme de citoyenneté étant par essence polysémique, il convient d'en analyser la typologie des différents registres avant d'apporter un cadre conceptuel. Notre approche initiale met en relief les composantes citoyennes de deux approches complémentaires. L'une issue de Condorcet et d'une citoyenneté éclairée, l'autre sous-tendue dans les objectifs du B2i français et du socle commun de connaissances, de compétences et de culture, dans leur rapport direct à l'éducation de cette citoyenneté moderne. Cette approche typologique ciblée nous suggère une forme de citoyenneté « numérique » élargie, à un « MetaCitoyen » (Kolesnikov 2014). Notre recherche analyse trois systèmes éducatifs contrastés : France, Israël et Canada (Québec). L'éducation apparaît comme l'un des indicateurs forts d'une citoyenneté éclairée dans nombre de publications scientifiques. En moyenne, dans les pays de l'OCDE, on observe un engagement civique et social (ECS) supérieur chez les individus instruits (Putnam 2000) ; (OCDE 2007; OCDE 2010). Comprendre le monde dans lequel nous vivons et les enjeux de la société en charge de sa gestion sont au centre de la réflexion citoyenne. Notre recherche a pour objectif de déterminer les points saillants de chaque système, les éventuelles tensions et leur impact sur la construction citoyenne de leurs élèves. Les résultats comparés devraient alimenter notre réflexion sur la pertinence de la place de la science informatique dans les curricula de l'enseignement secondaire. / Our thesis aims to feed the debate about the place of computer science and propaedeutic aspects in the curriculum of the general education syllabus. Citizenship is a founding concept of number of educational systems goals, particularly so in France. We focused our study on the concept of citizenship - Why and how the study of computer science in high school contributes to the learning of a certain form of citizenship throughout the student's high school career. The term "citizenship" used means by being largely polysemous. Therefore, it is appropriate to analyse the typology of the different registers before making a conceptual framework. Our initial approach highlights the citizen components of two complementary approaches. The first one is issued of Condorcet and an universal enlightened citizenship. The second is based on the French B2i and the common core of knowledge in their direct relation to education of a modern citizenship at French school. This targeted typological approach suggests a form of "digital" citizenship expanded to a "MetaCitoyen" (Kolesnikov 2014). Our study analyses three contrasting educational systems : France, Israel and Canada (Quebec). Education appears as one of the strong indicators of "enlightened citizenship" in many scientific publications. On average in OECD countries, there is a civic and social engagement (ECS) higher among educated individuals (Putnam 2000) ; (OCDE 2007; OCDE 2010). Understanding the world in which we are living and the challenges of the society in charge of its management are central to civic reflection. Our research aims to identify the salient points of each system, any tensions and their impact on the "citizenship construction" of the individual. The comparative results should confirm our reflections about the relevance of the role of computer science in the educational curricula of secondary school education.