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In 1989 the University of Central Queensland, Faculty of Health Science, committed itself to a major instructional development project for its nursing education program. This thesis is a case study report documenting and analysing the management of the resulting project, funded by both the National Priority Reserve Fund (NPRF) and the University, to develop computer-based learning materials. This study examines the project and its management from the perspective of the project participants to demonstrate the motivation for some of the decisions and their consequences. The study highlights some of the deficiencies of the project and its management, how they were resolved, and their consequences. Initially the study was seen as simply descriptive, using qualitative techniques that allowed the participants to describe the process and its results. As the project, and this study, progressed it became increasingly obvious that the participants were involved in changing a system where the most obvious challenge was change itself. The changes experienced were not only technological, but included a redefinition of the nursing education program, new roles and directions for the University, and the necessity to adapt to new management techniques and structures. This study includes excerpts from interviews with almost all of the staff and project students engaged in the first two years of the Health Science project, selected nursing students from the pre-registration program, staff and administrators from other areas of the University, and individuals involved as computer suppliers and consultants to the Project. Another source of data was the documentation generated by the operation and management of the project. This documentation included formal project papers and reports as well as day-to-day memorandums, electronic mail messages and other correspondence, formal and informal. This study was not intended to judge the success of the CAL/CML activities within the faculty of Health Science. Inevitably, however, participants and observers ask whether the activities were a success. The response has been mixed, and may depend upon the respondent's degree of involvement in the CAL/CML activities. From a short term perspective: o all of the staff and students use computers regularly, o many of the staff are involved in developing computer-based instructional materials, and o some staff are using the available tools to develop courseware that is very different from standard Health Science materials. As well, from its own budget Health Science funds computer support positions and infrastructure (hardware, software and network) upgrading. It is budgeting for an additional student lab, and has begun investigating multimedia applications. As the CAL/CML Academic Coordinator (1993, personal communication, 23 February) indicated: In hindsight, we've done at least two-thirds of what we started out to do-and the base is there-staff are committed to CAL. Some of them will never do any CAL development themselves, but they are all committed… The real benefit is to the students. They are getting the benefit of the materials developed and in the pipeline… and the materials and ideas are being taken elsewhere, through consultancies, etc. Issues addressed in the study include the novice's fear of computers, the use of electronic mail and related network services, the timing of change, project management, and staffing. Staffing issues include the use of students as technical experts, the acceptance of non-nursing staff in the development of nursing education materials, and the roles of academic and general staff in the development of instructional materials. The strategic direction provided through the CAL/CML Project faltered as staff size increased and institutional priorities changed. The challenge for Health Science is to develop a new strategic plan that takes into account the current institutional priorities, student needs, and technological realities. The strategic plan must provide a blueprint for the future that is sufficiently flexible to adapt to changing circumstances, people, budgets, and technologies. Finally, the Faculty must look at the form of its management as one of the strategies for achieving its goals. The conventional management structures of a hospital or teaching institute may not be appropriate for managing change in a technology-based organisation where change is constant.

Debugging is a significant part of programming. However, a lot of introductory pro- gramming classes tend to focus on writing and reading code than on debugging. They utilize programming assignments that are designed in ways such that students learn debugging by completing these assignments which makes debugging more of an im- plicit goal. In this thesis, we propose a cognitive awareness scaffolding in debugging to help students self-regulate their debugging process. We validate its effectiveness by conducting experiments with students in four sections of a Data Structures course, which is one of the introductory computer science classes at California Polytechnic State University, San Luis Obispo. In this form, students identified the debugging stage, described the bugs in their own words, and tracked their attempts to fix them. The exit survey responses that students filled out at the end of the quarter indi- cate that students seemed to find the debugging form helpful with self-regulation in debugging process. For further investigation, we attempt to measure students’ under- standing of the bugs explained on the form. Additionally, we also discuss potential improvements for the debugging form.

Currently school districts, using a variety of approaches, are in various stages of implementing the microcomputer for classroom task use. While research exists about change (Goodlad, 1992), implementation (Bond, 1988), inservice training (Ellis & Kuerbis, 1992), and student classroom accomplishment using the microcomputer (Bailey, 1990), studies have not examined teacher expectations and implementations while using microcomputers, following an inservice course, and the accompanying obstacles and resulting problem solving strategies. This study explored the expectations teachers have for using the microcomputer, the tasks for which they implement use, the obstacles encountered, and the strategies created to overcome those obstacles. Further, the study showed how implementation was effected by the school system as a whole and by the teachers who had taken a microcomputer inservice course. Two hundred and ninety-four teachers and seventeen administrators were surveyed in 1985 and sixty-seven teachers - and nine administrators were surveyed in 1992. This study found that administrators changed inservice programs and purchased additional hardware and software between the two survey years. Teacher expectations were high in both years, with the 1985 sample implementing fewer tasks than the 1992 sample. In 1992, the difference between expectation and implementation was smaller than in 1985. Other findings include information about demographic characteristics, obstacles and strategies. Some demographic characteristics of the teachers studied differed over time. For example, teachers in the 1985 sample were less experienced in microcomputer use than teachers in the 1992 sample, but in both years math teachers composed the largest inservice group. Obstacles existed in both years with physical obstacles ranking highest in 1985 and support obstacles ranking highest in 1992. Teachers studied employed strategies in both years. While the 1985 sample used home strategies about as often as school strategies, school strategies predominated among those sampled in 1992. / Ed. D.

The purpose of this study is to investigate the current status of computer education in Turkish basic education schools by exploring the perceptions of computer teachers in terms of the policy of new computer education curriculum, which was prepared in 2006, and its actual implementations in schools. The primary aim of the study is to develop a deeper understanding about the effects of new computer education curriculum on the basic education school computer teachers and students, and their perceptions about the effectiveness of the new curriculum. The second aim is to criticize the main barriers and enablers in computer education by comparing the policy of computer education with the existing school practice. In this study, a mixed method research approach including both quantitative and qualitative traditions is employed as the primary research method of the study. A mixed method approach is followed based upon a quantitative method to explore the perceptions of computer teachers and a follow-up qualitative method including document analysis to confirm and complement the quantitative findings. By using both qualitative and quantitative data collection and analysis techniques, it was aimed to answer the research questions sufficiently in a single study and enhance the reliability and validity of the research results. In this study, firstly, quantitative data was collected by using a questionnaire as a preliminary analysis of computer teachers&rsquo / perceptions regarding new computer education curriculum. Secondly, qualitative data was collected and analyzed to explain and refine the results obtained through quantitative data in the first phase. In addition to the open-ended items in the questionnaire, qualitative data was obtained from the messages posted by computer teachers in online asynchronous discussion forums about the problems they encounter in their profession / and through newspapers about computer education and the occupational problems of computer teachers. The results of the present study reveal that with the introduction of new computer education curriculum, many problems have emerged in the actual implementations of computer education courses in basic education schools. The most important of these problems are results of the elective status of computer education course and the limited time allocated for this course.

Este trabalho tem como objetivo propor e desenvolver uma plataforma para ensino e treinamento em técnicas de projeto e implementação de sistemas operacionais. Após mais de uma década de hegemonia de alguns poucos produtos comerciais, o estabelecimento do paradigma do software livre e a proliferação de arquiteturas embarcadas capazes de executar um sistema operacional (SO) implicam em demanda de especialistas para atuarem diretamente no desenvolvimento de novos SOs, adequados a novos requisitos das aplicações emergentes. Assim, para além de disciplina de formação teórica, o conhecimento em sistemas operacionais tem reforçado seu caráter prático como competência técnica perspectiva que este trabalho atende mediante uma abordagem de aprendizado baseado em projetos. A principal contribuição para o estado da arte nesse domínio é um roteiro de instrução que associa teoria e prática por meio do processo de desenvolvimento integral de um sistema operacional funcional / This work aims at proposing and developing a learning and training platform on design and implementation of operating systems. After more than a decade of hegemony of a few commercial products, the establishment of free software paradigm and the proliferation of embedded architectures capable of running an operating system (OS) increase the demand for specialists to work directly on the development of new operating systems suited to the new requirements of novel applications. Therefore, beyond its function as theoretical background discipline, the area of operating systems has its practical importance highlighted as a technical competence a perspective which this work meets by means of a project-based learning approach. The main contribution to the state of the art in this domain is an instruction program which associates theory and practice through the process of developing integrally a functional operating system

Este trabalho tem como objetivo propor e desenvolver uma plataforma para ensino e treinamento em técnicas de projeto e implementação de sistemas operacionais. Após mais de uma década de hegemonia de alguns poucos produtos comerciais, o estabelecimento do paradigma do software livre e a proliferação de arquiteturas embarcadas capazes de executar um sistema operacional (SO) implicam em demanda de especialistas para atuarem diretamente no desenvolvimento de novos SOs, adequados a novos requisitos das aplicações emergentes. Assim, para além de disciplina de formação teórica, o conhecimento em sistemas operacionais tem reforçado seu caráter prático como competência técnica perspectiva que este trabalho atende mediante uma abordagem de aprendizado baseado em projetos. A principal contribuição para o estado da arte nesse domínio é um roteiro de instrução que associa teoria e prática por meio do processo de desenvolvimento integral de um sistema operacional funcional / This work aims at proposing and developing a learning and training platform on design and implementation of operating systems. After more than a decade of hegemony of a few commercial products, the establishment of free software paradigm and the proliferation of embedded architectures capable of running an operating system (OS) increase the demand for specialists to work directly on the development of new operating systems suited to the new requirements of novel applications. Therefore, beyond its function as theoretical background discipline, the area of operating systems has its practical importance highlighted as a technical competence a perspective which this work meets by means of a project-based learning approach. The main contribution to the state of the art in this domain is an instruction program which associates theory and practice through the process of developing integrally a functional operating system

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / A major role of secondary education for the 1990's and beyond will be to provide computer education. The purpose of this study was to investigate what computer instruction was being offered in the secondary schools of New Hampshire. The study focused on the perceptions of three groups in order to determine what type of computer education, curriculum content, and expected competencies were being required. Procedure: A questionnaire was designed, tested, and used to collect data from 148 business computer teachers, 148 mathematics computer teachers, and 101 data processing managers from the State of New Hampshire. Part I of the questionnaire included general demographic information, while Part II contained ninety-two items organized into forty-four questions uqing a five point Likert Scale. Of the total population (N=397), two hundred fifty-two or 63% returned the questionnaire. Findings: Basic, Pascal and Fortran were the most commonly taught computer languages in the secondary schools, but data processing managers clearly do not regard them as essential. Data Processing Managers and the Mathematics Computer Teachers both agreed that computer literacy instruction was the most important followed by computer applications and computer programming. In contrast the Business Computer Teachers reported computer programming most important followed by computer literacy and computer applications. Additional instruction, as perceived by the three groups, was needed in improving communication skills, developing problem solving techniques, and providing additional software applications. Conclusion: Several conclusions regarding secondary computer education in the State of New Hampshire were drawn. There was total agreement that the top three computer applications taught in schools were used in business. However, the perceptions regarding (1) type of computer education, (2) curriculum content, and (3) expected competencies were significantly different. Recommendations Are: (1) Instructional priorities need to be identified by secondary computer teachers and data processing managers; (2) partnership with New Hampshire businesses needs to be established; and (3) more data should be generated a) by local, state, and national educational agencies, in order to establish adequate foundations and standards for computer education, and b) further research in each of the areas of secondary computer education needs to be considered. / 2031-01-01

It is important to utilize training that facilitates the best learning and performance on real tasks. Much research has been conducted to develop theories of learning and determine beneficial training characteristics. Still, this research often remains as separated characteristic recommendations and is not used to ascertain the best training method. This occurs even though most individuals simply use a training method and do not bother to go into the literature for recommendations each time they are looking to train or teach something. Generalizability is also often a factor lacking in research on training methods. This lack of research performed includes those that could determine whether or not a specific training method is generalizable to older adults. Minimalism is a training method that could potentially alleviate some of the problems older adults experience when training. Yet, up to the time of this study, no empirical evidence had been gathered to compare minimalism to traditional training methods for older adults. This study attempted to gain empirical data to test the hypothesis that minimalism is more beneficial as well as to gain initial subjective data from participants. This study also endeavored to conduct a preliminary examination of individual difference factors and their affects on performance and subjective reports in a training environment. Results indicated that, although significant results were not obtained, minimalism may still be an area worth pursuing for training older adults. Effects of interactions, which included gender and learning style, are discussed. Implications, as well as recommendations and conclusions, of the study are presented. / Master of Science