Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2009. / Title from PDF t.p. (viewed on Jul 13, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4646. Adviser: Curtis J. Bonk.

<p> The purpose of this study is to evaluate the effects of incorporating feedback from learner engagement and learner satisfaction into the instructional design of online and hybrid courses at the community college level. Kolb&rsquo;s Experiential Learning Theory and experiential learning cycle provided the theoretical framework. This mixed methodology study explores whether significant relationships exist between instructor assessments/feedback, learner engagement and learner satisfaction in the online and hybrid learning environments based on the quality of instructional design. A convenience sample of 62 students enrolled in nine online and hybrid courses at a Southern California community was used. Descriptive statistics, linear multiple regression, independent samples <i>t</i>-test, path analysis, and ANCOVA using a general linear model were used for quantitative statistical analysis. Findings reveal no statistically significant difference in learner engagement and satisfaction between groups, and no statistical significance between groups for learner engagement or learner satisfaction when controlling for feedback. A statistically significant causal relationship existed between instructor feedback and learner engagement. Emergent themes from qualitative data analysis revealed influencers of learner engagement include instructor presence, student-led instruction, ease of use, learning style and instructional design, and influencers of learner satisfaction include instructor presence, student-led instruction, sense of community, ease of use, and instructional design. The significance of this research adds a new avenue of empirical inquiry into the quality of student-centered instructional design of online and hybrid courses and the effects on learner engagement and learner satisfaction at the community college level.</p><p>

During the Covid-19 pandemic, students has been forced to spend more time studying alone at home, which in some cases has led to increased stress and anxiety. This thesis explores qualities in Slow, Calm and Persuasive technology, together with temporal concepts in theory and qualities derived from ideation, with the aim to explore which qualities should be considered while designing for supporting self-reflection on time spent while studying. The process in this thesis is explorative, moving from ideation, to digital and physical prototypes, with the authors reflections and experiences driving the process forward and experience sessions with participants that were used to ground the experience through their reflections and new perspectives. Through evaluating the reflections and experiences with tools and design principles, the work ends up with the four qualities flow, tension, unfolding and balance as suggestions to work with in future research on designing for supporting self-reflection on time spent while studying.

It is becoming more common for researchers to use existing recordings as a source for data rather than to generate new media for research. Prior to the examination of recordings, data must be extracted from the recordings and the recordings must be described with metadata to allow users to search for the recordings and to search information within the recordings. The purpose of this small-scale study was to develop a web based search tool that will permit a comprehensive search of spoken information within a collection of existing digital recordings archived in an open-access digital repository. The study is significant to the field of instructional design and technology (IDT) as the digital recordings used in this study are interviews, which contain personal histories and insight from leaders and scholars who have influenced and advanced the field of IDT. This study explored and used design and development research methods for the development of a search tool for use with digital video interviews. The study applied speech recognition technology, tool prototypes, usability testing, expert review, and the skills of a program developer. Results from the study determined that the produced tool provided a more comprehensive and flexible search for users to locate content from within AECT Legends and Legacies Project video interviews. / Doctor of Philosophy / It is becoming more common for researchers to use existing recordings in studies. Prior to examination, the information about the recordings and within the recordings must be determined to allow users the ability to search information. The purpose of this small-scale study was to develop an online search tool that allows users to locate spoken words within a video interview. The study is important to the field of instructional design and technology (IDT) as the video interviews used in this study contain experience and insight from people who have advanced the field of IDT. Using current and free technology, this study developed a practical search tool to search information from AECT Legends and Legacies Project video interviews.

Components from the historic method, information seeking, and the history of IDT were used in conjunction with systems thinking to create a framework to determine the status of documented artifacts related to the history of IDT. The study used the following steps: (a) conduct a literature review in order to explore possible components for the framework; (b) analyze the results of the literature review to provide a rationale for selection criteria of these components; (c) design the framework that will be used to search for documented artifacts; (d) develop the framework and operationalize the components; (e) evaluate the framework with operationalized components; (f) where necessary, revise the framework based upon tests of the framework; (g) report the results (h) design a way to share the framework and the status of documented artifacts. Sixty-nine documented artifacts were searched for using the framework and sixty were located. / Ph. D.

This thesis is based on practitioner and action research by the author. A series of iterative case studies identified factors that contributed towards a group of low ability and disaffected pupils being engaged in learning in design and technology. The findings of each case study were analysed and conclusions used to frame the subsequent case study. Findings from these case studies were then used to develop an action research project. Discussion of the relationship between pupils' perceived relevance of an activity and their levels of engagement has appeared on the UK educational agenda, (Ofsted 2005:51-52, Davies et al, 2004:147, Daniels et al 1998:5.5, Denton, 1992), but not with the frequency which might be expected. Initial research at the school found that a group of low ability and disaffected pupils had a very positive perception of the “relevance” of design and technology. In contrast the literature reviewed suggested that pupils in their samples had a low perception of the “relevance” of design and technology. Qualitative methodology was used. This included interviewing teachers and pupils and the development of a semi-structured interview schedule. Analysis of this data was aided by the use of a Likert, (1932) rating scale. A "summated" scale, Trochim, (2006) supported the interpretation of data. Observations were used to record classroom interactions. A Delphi group (Toffler, 1970:462) explored issues emerging during the research and to limit the danger of single observer bias. Pupil understanding of the term “relevance” was explored. The findings identified strategies employed to promote the relevance of the subject. These strategies were developed into an action research project that tested the strategies in three other schools. One school, with a relatively inexperienced teacher, found the strategies had a positive impact on teaching and learning.

Investigating Potential for New Media & New Technologies in Design & Technology Undergraduate Education This research explores potential for New Media and New Technology (NM & NT) in the Design School at Loughborough University. Using action research to investigate potential, this research develops a new way of managing inquiry based on Susman and Evered s five cycles of action research (Susman and Evered, 1978). In particular, it extends the double- helix metaphor (Dick, 2000) for action research. This new way of conducting action research looks at educational and IT- based aspects; in particular, developing strategies, guidelines and materials for implementing video podcasting (Vodcasting) and Really Simple Syndication (RSS) into Design School undergraduate modules. In looking at potential, the research involved 6 lecturer s interviews and thematic analysis. Findings suggest that limitations to the current uses of NM & NT related to lecturers lack of skills in NM & NT and scepticism about what the benefits might be. Some recognised potential for NM & NT to manage module administration. One lecturer wanted to stop students using dubious sources from the Internet for assessment on a Sustainable Design module. This led to using RSS to resolve this problem in a mobile learning scenario. In this research, 98 D and T students were surveyed to identify current uses of mobile technology. Results suggested that students would like module content streamed to their mobile device. Lecturers too could see benefits for NM & NT, if they stopped lecturers from having to repeat themselves to students. This led to using Vodcasting to resolve this problem in a mobile learning scenario. Video observational data was collected from 6 students using RSS to perform mobile learning tasks for a Sustainable Design module. The findings suggested that the technology at the time of study was not quite up to the task, although some NM & NT learning resources relating to Sustainable Design were found by students using RSS. Similarly, video observation data was collected from 4 students using Vodcasts to design electronic circuits. Findings showed more technological competence with this technology and students suggested future modules where this type of NM & NT would have further educational potential. Through exploring potential, this research develops new strategies, guidelines and materials for design and technology educators. This research reveals the educational benefits of Vodcasting and RSS in labs and workshops, and concludes that there is potential for NM & NT in D and T education.

<p>The primary purpose of this study was to design a valid and reliable survey instrument gauging three concepts; (a) utilization of technology-enhanced instructional practices, (b) perceptions of Missouri higher education faculty concerning self-reported instructor role and (c) perceptions of millennial students&rsquo; preferred learning styles. The secondary purpose of this study was to identify differences and similarities among various subsets of the data, examined by investigated concepts, as well as disaggregated by each demographic for individual survey items. </p><p> The six independent variables included type of institution, size of institution (based on Carnegie Size Classification), department, rank, gender and age range. The study also included 34 dependent variables divided into three sections. First were 8 items (items 7&ndash;14), designed to discern the HE faculty&rsquo;s self-reported utilization of technology-enhanced instruction in their classroom. Next were 10 items (items 15&ndash;24), focusing on faculty perceptions of their instructional role in the classroom. Following were 16 items (items 25&ndash;40) asking for self-reported faculty perceptions concerning the learning preferences of higher education students. </p><p> The population for this study included 2,978 faculty at a randomly selected group of 15 two-year and four-year, public and private Missouri higher education institutions based on a listing of Missouri higher education institutions provided by the Missouri Department of Higher Education (MDHE). The survey was completed by 249 of these faculty members. Cronbach&rsquo;s alpha and a pilot survey were conducted to determine validity and reliability. Univariate analyses, including cross tabulations and graphs showing frequency counts and percentages and measures of central tendency and dispersion, consisting of mean, median, mode, standard deviation and variance, were employed to determine utilization of technology-enhanced instruction by Missouri HE faculty as well as perceptions concerning instructional roles and millennial students&rsquo; learning characteristics as identified by research. Finally, Chi-square analysis and cross tabulations showing frequency numbers and percentages of each survey item were generated for each of the six demographic items. </p><p> The findings confirmed that the Survey of Higher Education Instructional Practices (SHEIP) was a valid and reliable instrument for collecting information concerning utilization of technology-enhanced instruction as well as perceptions of instructor role and students&rsquo; preferred learning styles. It was also shown a majority of Missouri higher education faculty are employing technology-enhanced instruction. Findings also indicated percentages of faculty using traditional and contemporary instructor roles were nearly equal. A small percentage more faculty did report using more contemporary instructor roles, but this is a point that could be explored in further research. Furthermore, outcomes indicated that a majority of faculty did agree with the manners which current research indicated millennial students prefer to learn. The theory of disruptive innovation indicated manners in which higher education can implement the change needed to &ldquo;disrupt&rdquo; the current system in academia. Research indicates change is needed if higher education is going to prosper in the rapidly changing academic world. </p>

Esta dissertação tem por objetivo pesquisar como o design da experiência pode influenciar e contribuir no desenvolvimento de interfaces de produtos, tendo o seu objetivo de aplicação, o desenvolvimento de uma interface de produto para cegos. Para tanto, inicialmente abordam-se aspectos relacionados a interação de cegos com os produtos e com o ambiente externo, contextualização, suas características e necessidades. Também se apresentam os fatores relacionados ao design da experiência, design de interfaces e métodos para o desenvolvimento de produtos com foco no usuário, contexto de uso e usabilidade. Buscam-se os fatores e diretrizes relacionadas a interação e percepção de usuários referente a produtos, assim como, de que forma o projeto da experiência ocorre no desenvolvimento do projeto de design de produto. Após a fundamentação teórica realiza-se a aplicação de um roteiro de desenvolvimento de interface de produto elaborado com base na metodologia de design thinking e diretrizes relacionadas a partir da pesquisa teórica. O roteiro desenvolvido é aplicado no desenvolvimento de uma interface de produto destinada a usuários cegos, sendo realizado por profissionais de design. Ao final desta pesquisa são apresentados os resultados do produto desenvolvido, bem como, o relatório de observação, a partir do acompanhamento da aplicação do roteiro, servindo de referência para projetos futuros. / This thesis aims to investigate how the experience design can influence and contribute to the development of product interfaces, and their goal of application, developing a user interface for blind product. For this purpose, initially addressing himself interacting aspects of the blind with the products and with the external environment, context, their characteristics and needs. It also presents the factors related to experience design, interface design, and methods for developing products with focus on the user, context of use and usability. Seek the factors and guidelines related to interaction and perception of users regarding products, as well as how the experience design occurs in the project development of product design. After the theoretical foundation is realized applying a development roadmap for the product interface developed based on the methodology of design thinking and related guidelines from the theoretical research. The script developed is applied to develop an interface of produce to blind users, being performed by design professionals. At the end of this research are presented the results of the developed product, as well as the observation report from the monitoring of the implementation of the roadmap, providing a reference for future projects.

Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1964. / MIT Institute Archives copy bound with three title pages at the beginning of text block; MIT Rotch Library copy has title pages bound with appropriate theses. -- Rotch Library copy missing 16 leaves of plates. / Title from half-title page. Three individual thesis titles bound together with a collective title and an introduction. Compiled, with an introduction, by Prof. Eduardo F. Catalano. / Includes bibliographical references. / Preface: "The three individual theses are presented with a common introductory discussion on systems in general, the use of systems in architecture, and the overall goals and requirements for a building system. It is hoped that a better understanding of systems is attained as well as a more extensive background for the individual thesis material." / Hershdorfer, Selma Abigadol. The development of a building unit which is structurally and mechanically integrated and which allows maximum flexibility in internal rearrangement and lateral growth. (1964) -- Hook, Charles Burton. A research and development building for science and technology suitable for both academic and non-academic use. (1964) -- Hoover, George Norman. An academic/research and development building for science and technology. (1964). / M.Arch.