O presente trabalho se propõe a identificar as possíveis contribuições da utilização de ambientes digitais/virtuais de aprendizagem e de convivência no processo de desenvolvimento de escolares que apresentam Transtorno de Déficit de Atenção e Hiperatividade (Tdah), nas áreas social, emocional, escolar e comportamental. Este estudo, de caráter qualitativo, se integra aos trabalhos realizados pelo Núcleo de Informática na Educação Especial – Niee, da Universidade Federal do Rio Grande do Sul - Ufrgs e foi realizado junto ao Ambulatório de Dificuldade de Aprendizagem do Hospital Infantil Joana de Gusmão, na cidade de Florianópolis. A pesquisa envolveu o acompanhamento de sete escolares com diagnóstico de Tdah, em tratamento, em sessões semanais e/ou quinzenais, individuais ou em pequenos grupos, durante as atividades interativas no ambiente digital/virtual de aprendizagem e de convivência Eduquito. / The present work intends to identify the possible digital/virtual environments learning’s contributions on the students developing process that present Attention deficit/hyperactivity disorder (ADHD), in the social, emotional, scholar and behavior area. This study, with qualitative character, integrates itself into works realized by the “Núcleo de Informática na Educação Especial” – Niee (Department of Informatic in Special Education) – UFRGS (Federal University of Rio Grande do Sul) and was realized with the “Ambulatório de Dificuldade de Aprendizagem” (Learning’s Deficiency Ambulatory) from the Joana de Gusmão Childhood Hospital, in the city of Florianópolis. The research involved the observation of seven students diagnosed with ADHD, in treatment, in a week and/or fifteen day’s sessions, individual or in small groups, during the interactive activities in the digital/virtual environments learning called Eduquito.

O presente trabalho se propõe a identificar as possíveis contribuições da utilização de ambientes digitais/virtuais de aprendizagem e de convivência no processo de desenvolvimento de escolares que apresentam Transtorno de Déficit de Atenção e Hiperatividade (Tdah), nas áreas social, emocional, escolar e comportamental. Este estudo, de caráter qualitativo, se integra aos trabalhos realizados pelo Núcleo de Informática na Educação Especial – Niee, da Universidade Federal do Rio Grande do Sul - Ufrgs e foi realizado junto ao Ambulatório de Dificuldade de Aprendizagem do Hospital Infantil Joana de Gusmão, na cidade de Florianópolis. A pesquisa envolveu o acompanhamento de sete escolares com diagnóstico de Tdah, em tratamento, em sessões semanais e/ou quinzenais, individuais ou em pequenos grupos, durante as atividades interativas no ambiente digital/virtual de aprendizagem e de convivência Eduquito. / The present work intends to identify the possible digital/virtual environments learning’s contributions on the students developing process that present Attention deficit/hyperactivity disorder (ADHD), in the social, emotional, scholar and behavior area. This study, with qualitative character, integrates itself into works realized by the “Núcleo de Informática na Educação Especial” – Niee (Department of Informatic in Special Education) – UFRGS (Federal University of Rio Grande do Sul) and was realized with the “Ambulatório de Dificuldade de Aprendizagem” (Learning’s Deficiency Ambulatory) from the Joana de Gusmão Childhood Hospital, in the city of Florianópolis. The research involved the observation of seven students diagnosed with ADHD, in treatment, in a week and/or fifteen day’s sessions, individual or in small groups, during the interactive activities in the digital/virtual environments learning called Eduquito.

The purpose of this study was to determine the extent specific ergonomic factor implementations in computer and video display terminal (VDT) installations for student use in middle school classrooms. The data interpretations using existing furniture without modification or adaptation. Of all the seating observed, 75% of the seating met standards for middle school students. Keyboards and video display screens had been placed on existing tables and were all higher than ergonomically desirable for middle school students or adults.

I en skola som i hög grad är utrustad med digital teknik utnyttjas ändå inte tekniken till alla de möjligheter som IT erbjuder. Pedagogikens utveckling i förhållande till tekniken diskuteras i det här arbetet utifrån ett lärarperspektiv. Syftet med det här arbetet är att undersöka hur lärare på gymnasiet använder och integrerar digitala redskap i undervisningen, samt hur de beskriver möjligheter och förutsättningar att utveckla undervisningen med hjälp av digitala redskap. För att få svar på våra frågor har vi gjort en enkätundersökning på fyra kommunala skolor. Våra resultat visar att lärarna använder och integrerar digitala redskap i ganska stor utsträckning, men det finns fortfarande många som inte utnyttjar redskapen fullt ut. Digitala redskap och internet ses som en tillgång för att kunna utveckla undervisningen men kan också skapa problem i form av teknikkrångel och distraktion för eleverna. Kompetensutvecklingsplaner uppfattas inte som genomtänkta vilket kan vara ett hinder för utveckling.

Les travaux pratiques représentent une composante incontournable de l'apprentissage. Toutefois, leur mise en œuvre au sein de laboratoires physiques requiert des infrastructures souvent coûteuses pour les institutions de formation qui peuvent ainsi difficilement faire face à la forte augmentation du nombre d'étudiants. Dans ce contexte, les laboratoires virtuels et distants (VRL) représentent une alternative pour assurer le passage à l'échelle des activités pratiques à moindre coût. De nombreux travaux de recherche ont émergé au cours de la dernière décennie en se focalisant sur les problématiques techniques et technologiques induites par ces nouveaux usages, telles que la fédération, la standardisation, ou la mutualisation des ressources de laboratoires. Cependant, les récentes revues de littérature du domaine mettent en exergue la nécessité de se préoccuper davantage des facettes pédagogiques liées à ces environnements informatiques innovants dédiés à l'apprentissage pratique. Dans cet objectif, nos travaux exploitent les traces issues des activités réalisées par les apprenants lors de sessions d'apprentissage pratique pour mettre en œuvre les théories socio-constructivistes qui sont au cœur de l'apprentissage exploratoire, et ainsi favoriser l'engagement et le processus de réflexion des étudiants. À partir de la littérature traitant des relations sociales entre apprenants, nous identifions dans un premier temps un ensemble de critères pour la conception de systèmes d'apprentissage pratique engageants. En s'appuyant sur une architecture de cloud computing, nous avons ensuite réalisé Lab4CE, un environnement web pour l'enseignement de l'Informatique capable de masquer la complexité des tâches de gestion des laboratoires, mais surtout d'exposer des capacités éducatives avancées. En effet, Lab4CE repose sur les Learning Analytics pour supporter différentes formes d'apprentissage telles que la collaboration, la coopération ou l'entraide entre pairs, mais également pour fournir des outils d'awareness et de réflexion visant à promouvoir l'apprentissage en profondeur pendant et après les activités pratiques. Plusieurs expérimentations en contexte d'apprentissage réel et présentiel montrent une évaluation positive de Lab4CE par les apprenants en terme d'utilisabilité, qu'ils s'appuient de manière significative sur nos outils d'awareness et de réflexion, mais que des artefacts supplémentaires sont nécessaires pour accroître leur engagement spontané dans des interactions sociales d'apprentissage. De plus, ces expérimentations soulignent l'existence d'une corrélation significative entre l'engagement des étudiants dans la plateforme et les stratégies d'apprentissage qu'ils mettent en œuvre d'une part, et leur performance académique d'autre part. Ces premiers résultats nous permettent d'affirmer que les théories socio-constructivistes sont un levier à l'engagement et à la réflexion dans les VRL. Ils nous invitent à confronter notre approche à d'autres modalités d'apprentissage, mais aussi à intégrer de nouvelles sources d'informations pour approfondir nos analyses du comportement et ainsi renforcer nos contributions à une meilleure prise en compte de l'apprentissage pratique dans les EIAH. / Practical activities, used in exploratory learning, represent a major component of education: they make learners acquire not only knowledge, but also skills and attitude, and they help them bridging the gap between theories and the real world within they are applied. However, the physical laboratories hosting these activities rely on expensive infrastructures that make very difficult for institutions to cope with the high increase of the students' population. Within this context, virtual and remote laboratories (VRL) bring an affordable alternative to provide practical activities at scale. Numerous research works have come up for the last decade; they mainly focused on technological issues such as the federation of remote laboratories, their standardization, or the pooling of the resources they provide. Nevertheless, the recent literature reviews highlight the need to pay more attention to the educational facets of these innovative learning environments. With that purpose in mind, our works make use of the learners' traces collected through their practical learning sessions to sustain socio-constructivist theories, on which practical activities rely on, and thus to engage students in their learning tasks and further their reflection. Starting from the study of scientific research, we identify as a first step a set of criteria required to design practical learning systems that support social interactions between learners. We then developed Lab4CE, a web-based environment for Computer Science education. This environment relies on a cloud computing architecture to provide learners with their own virtual resources, and hides the complexity of the inherent management tasks while offering advanced educational capabilities. Indeed, Lab4CE builds on learning analytics to enable different forms of learning such as collaboration, cooperation, or peer assistance, but also to supply learners as well as teachers awareness and reflection tools that aim at promoting deep learning during and after practical activities. We carried out several experimentations in authentic and hands-on learning contexts. They stressed the fact that learners evaluate positively the usability of Lab4CE, and they significantly rely on our awareness and reflection tools. However, extra artifacts are required to increase their spontaneous engagement in social learning interactions. Moreover, theses experimentations suggested a significant correlation between, on the one hand, student's activity in the environment and the learning strategies they apply and, on the other hand, their academic performance. These first results allow us to assess that socio-constructivist theories leverage engagement and reflection within VRL. They also invite us to put our approach into practice in other learning settings, but also to extend the sources of information to deal with our behavioral analyses in depth, and thus to enhance our contributions regarding the adoption of practical learning within technological environments.

abstract: Assemblers and compilers provide feedback to a programmer in the form of error messages. These error messages become input to the debugging model of the programmer. For the programmer to fix an error, they should first locate the error in the program, understand what is causing that error, and finally resolve that error. Error messages play an important role in all three stages of fixing of errors. This thesis studies the effects of error messages in the context of teaching programming. Given an error message, this work investigates how it effects student’s way of 1) understanding the error, and 2) fixing the error. As part of the study, three error message types were developed – Default, Link and Example, to better understand the effects of error messages. The Default type provides an assembler-centric single line error message, the Link type provides a program-centric detailed error description with a hyperlink for more information, and the Example type provides a program centric detailed error description with a relevant example. All these error message types were developed for assembly language programming. A think aloud programming exercise was conducted as part of the study to capture the student programmer’s knowledge model. Different codes were developed to analyze the data collected as part of think aloud exercise. After transcribing, coding, and analyzing the data, it was found that the Link type of error message helped to fix the error in less time and with fewer steps. Among the three types, the Link type of error message also resulted in a significantly higher ratio of correct to incorrect steps taken by the programmer to fix the error. / Dissertation/Thesis / Masters Thesis Software Engineering 2017

This thesis deals with the problems of applying information technologies at primary school. The first theoretical part of the thesis presents important terminology such as information technology, educational software, etc. and considers the pros and cons of using computers in lessons. It also identifies the role of the teacher in computer education and further classifies and evaluates teachware. The second practical part consists of a survey and a project. The aim of the survey was to find out how frequently teachware is used in English lessons at Czech primary schools. The data for the survey were collected at five primary schools in the Tábor region. The aim of the project was to create, verify and evaluate an English language teachware suitable for English lessons at primary school.

The purpose of this study was to explore the factors influencing information and computing technology (ICT) adoption for Omani faculty members from a framework of Rogers' theory of diffusion of innovation. Three hundred Omani faculty members from Sultan Qaboos University (SQU) participated in the study. The survey consisted of five parts: (a) an 18-item questionnaire on ICT uses and skills, (b) a 1-item questionnaire on adopter category, (c) a 44-item self-constructed questionnaire on perception of barriers to adopting ICT, (d) a 50-item questionnaire on ICT attributes adapted from Moore and Benbasat, and (e) a 15-item questionnaire on demographic and job-related variables. Descriptive statistics indicated that the faculty members overall used ICT at the "Sometimes" level and had ICT skills at the "Intermediate" level. The most frequently used and skillful ICT functional areas were Website browsing, Internet search engine, and word processing. One-way ANOVAs found significant group differences of ICT uses and skills, perception of barriers, and perception of ICT attributes in the category of adopter. Early adopters used ICT more, had higher ICT skills, perceived fewer barriers in the adopting process, and recognized higher values of ICT attributes than later adopters did. Multiple regression analysis showed the level of ICT uses could be predicted by ICT skills, adopter category, perception of barriers, ICT attributes, and the selected demographic and job-rated background variables, to a large magnitude with an adjusted R2 value of .70. The level of ICT skills was the most salient predictor. Perception of ICT attributes and the number of traditional classes taught appeared to be important as well. Results supported Rogers' theory at the macro level but not at the micro level.

<p>The purpose is to analyze if the students have any use of their computer education at a senior high school level or if there is a demand for them to proceed studying. Does the students background have any importance or is it their own motivation that makes the student advance to higher education.</p><p>In this report we ask ourselves the question, if the students have any use of the knowledge gained at senior high school in computer studies at a higher level. Do the students have any chance for employment based on their senior high school grades in computer studies after graduation?  Do the schools that follow the senior high school guidelines within programming and databases give these students an advantage towards those that have not received the same fundamental education?</p><p>The method used for the survey is a group questionnaire.  The questionnaire was distributed at one and the same time and then collected to examine the results. The survey results showed that students who seek work based only on their senior high school grades, received only a temporary position for different lengths of time. Computer education at a senior high school is a preparatory education for collage. Those students that have graduated from  senior high school and are keeping up to date with collage oriented subjects within the field of programming and databases, give their students an advantage when they begin reading at a more advanced level.</p>

The purpose is to analyze if the students have any use of their computer education at a senior high school level or if there is a demand for them to proceed studying. Does the students background have any importance or is it their own motivation that makes the student advance to higher education. In this report we ask ourselves the question, if the students have any use of the knowledge gained at senior high school in computer studies at a higher level. Do the students have any chance for employment based on their senior high school grades in computer studies after graduation?  Do the schools that follow the senior high school guidelines within programming and databases give these students an advantage towards those that have not received the same fundamental education? The method used for the survey is a group questionnaire.  The questionnaire was distributed at one and the same time and then collected to examine the results. The survey results showed that students who seek work based only on their senior high school grades, received only a temporary position for different lengths of time. Computer education at a senior high school is a preparatory education for collage. Those students that have graduated from  senior high school and are keeping up to date with collage oriented subjects within the field of programming and databases, give their students an advantage when they begin reading at a more advanced level.