This research addresses pedagogy in relation to Information & Communication Technology (ICT) in secondary education. Computers have been used in classrooms for approximately thirty years, but it remains unclear whether teachers’ pedagogies have changed much in consequence. Thus this research explores the transformation of pedagogy through Information and Communication Technology (ICT). In 1998 a 2-year, multi-site case study linking teams of students and teachers within four broad UK regions was begun. A further six-year period allowed analysis of research data, to support theory building in relation to transformation of teachers’ pedagogy and the conditions necessary to make pedagogical transformation possible. The research made use of Grounded Theory within a case study methodology. Varied data were collected through my records of planning meetings with teachers and engineers during the project; of pedagogical transformation while visiting schools involved in the project; of teachers’, engineers’ and pupils’ case study interview data where more insightful and directly focused questions on pedagogical issues from their different perspectives were involved, and of teachers’ subject knowledge arising from the combined school and industrial manufacturing situated context of the project. The case study interviews involved a representative sample of those taking part in the two-year school and industry project. Theory on pedagogical transformation has resulted from the analysis of these data. Developing this involved modelling alternative meanings of phenomena observed during the case study and developing new concepts as building blocks of the theory. I also used NVivo as a tool to help with handling the mass of raw data collected during the project and with aspects of the qualitative data management. The research concludes that teachers may personally reconstruct their pedagogies when faced in certain ways with certain new pedagogy precedents, and develops precedence as a pre-condition of pedagogical transformation.

Our lives are composed of multiple rhythms, but many of us, living in Western industrialised societies, believe that the world is moving ever faster. Many of us also feel the range of negative impacts that this supposed condition of acceleration brings to everyday life, to social interac- tions and to the natural world. From attempting to reconfigure our bodies through caffeine and other stimulants to working longer hours to manage the rush, or wondering how it is damaging our environment, we all eventually experience a sense of powerlessness regarding this supposed rule of acceleration. Acceleration, however, does not correspond to how the world is, but how it is presented for some people, in some situations. The notion of acceleration as a universalised condition is just an expression of dominant narratives of time, which are embedded in accounts of what it means to be modern or postmodern, and which have been recently demystified in the social sciences and the humanities. The world is comprised of multiple temporal expressions, which con- tinue to play important roles in our lives, despite being disregarded within dominant narratives. This thesis analyses the role of these narratives as well as different approaches to time in design. It suggests that the hegemony of such accounts has been restricting design practice in three main ways: 1. by monopolising designers’ understandings of time and precluding the exploration of alternative expressions and more recent theoretical work on time; 2. by locating temporality within technological artefacts and systems and ignoring the breadth of expressions beyond and around these technologies; and 3. by simplifying proposals for a diversification of temporal notions that would otherwise contribute to promoting more varied perceptions of rhythms. This simplification is particularly noticeable in the outcomes of the Slow Technology and Slow Design movements, which have failed to acknowledge such narratives and have become integrated in them rather than challenging them. The research proposes Temporal Design as a new perspective on time in design, one focused not on a particular rhythm or temporal expression, but on the multiplicity of ways in which we all inhabit time, in its contrasts, combinations, changes and superpositions. Temporal Design is based on three principles: 1. identifying dominant narratives and attempting to challenge them so as to reveal more nuanced expressions of time; 2. drawing attention to specific alternative temporalities; and 
3. tactically exposing networks of times so as to illustrate multiplicity and variety. The research invites designers to disturb taken-for-granted notions as a method of approaching principle (1) outlined above. It discusses the limitations of current Speculative and Critical De- sign approaches to tackling more complex issues of time, proposing instead a critical affirmative attitude toward approaching principles (2) and (3) outlined above. Temporal Design is explored in this research via three design interventions, namely the Family Clock, the Printer Clock and the TimeBots, which have been performed in both family homes and schools. The interviews conducted in the context of these interventions showed how domi- nant narratives are deeply embedded in the language used to describe temporal expressions. The interviews, however, also demonstrated how multiple temporalities are manifest beneath these concepts, how practices come together to construct multiple expressions of time and how temporal interpretations are essentially detached from issues of value. Most importantly, the interventions demonstrate how designers can foster temporal empathy, and disclose more nuanced, situated and complex temporalities and rhythms. Many authors have argued that design has the power to change perceptions of the world. By shifting the focus from individual modes to diversity, Temporal Design attempts not only to change the way designers perceive and approach time, but also to change more broadly the way designed artefacts and systems come to affect temporal perceptions among the general public. Perhaps through design, we will all come to recognise that acceleration is not the rule, but just one among many expressions of the rich temporal texture that constitutes time in the world.

<p> The introduction of technological tools has created a paradigm shift in the field of education. As such, online learning has become a popular method for students to access educational courses. Due to the increased demand by learners for online classes, administrators at American institutions of higher learning are faced with the challenge of moving faculty members to an online environment. However, transitioning to an online environment requires a role change for faculty members. Specifically faculty members must shift their instructional methods from on-ground lecturer to online mentor, which can be challenging. Indeed many faculty members transition to online instruction without the necessary training, support, or skills needed to be successful. The purpose of this qualitative, multiple case study was to develop a better understanding of how higher education faculty members transition from a face-to-face (i.e., on-ground) teaching format to an online teaching format. Participants included nine faculty members, representing different colleges and universities, who teach at post-secondary institutions within the United States. Participants had taught face-to-face classes for one year or more, and had taught at least three classes using an online format. An in-depth, open-ended, semi-structured interview format was used to gather data. The data provided by the participating faculty members were collected, coded using a line-by-line format, and the codes were compared to one another with the goal of finding a pattern. The development of conceptual categories and data analysis continued until saturation was achieved. Based on the data analysis, <i>transforming</i> was the conceptual theme for how higher education faculty members transition from a face-to-face (i.e., on-ground) teaching format to an online teaching format. Three transitioning skills were also identified as integral components for faculty members transitioning from face-to-face to online instruction. Future areas of research include: 1) how foreign language instructors develop asynchronous communicative collaborative activities and 2) how administrators could add specific subject area needs into their training programs or workshops.</p>

<p> Workplace training design has evolved from a task-based systems framework managed by the designer, to a collaborative process of problem-solving that includes stakeholders across the enterprise. Collaborative design models address persistent problems, such as cost efficiency, requirements that change late in development, and aggressive timetables, but perceptions of training effectiveness continue to be pessimistic. Given the substantial role of employees in making training effective, by transferring what they learn to their day-to-day responsibilities, this study proposed an emergent design model in which designers collaborate with employees as partners in solving training design problems. Previous efforts to include employees in training design have faltered, because of time and resource requirements which limit participation or greatly expand timelines. This study investigated the potential of broad employee participation, through the widely-used medium of organizational surveys, in which employees are invited to suggest ways to improve their work environment. The study applied a three-phase, mixed methods approach, to investigate whether survey text responses contain viable input into training design, and to explore the nature of that input in terms of major themes about workplace training, and detailed input reflecting employees' experience of online training. Nearly 90,000 text responses were accepted into the study, from industries that include pharmaceuticals, retail, manufacturing, telecommunications and financial services. Analysis exposed the inherent conflict between the designer's focus on training delivery, and the employees' focus on transferring what they learn to their jobs; and a widespread organizational conflict between leadership compensation tied to short-term financial metrics, and long-term strategies that drive infrastructure programs such as workplace training. Responses across all industry sectors in the study reported limited management support for training, which is nonetheless essential to employees' job performance. Responses described online training that makes only minimal use of the basic functions of computer technology. The study validates earlier research questioning workplace training effectiveness, with evidence suggesting that training programs are constrained by organizational challenges that cannot be solved by designers alone. The study suggests that organizations can involve their employees in addressing the conflicts that limit training effectiveness, through design partnership using survey responses.</p>

<p> This qualitative multi-case study examined the instructional design and development processes utilized by instructional designers and designers by assignment in higher education that created mobile learning for iTunes U delivery. Current research into the instructional design practices for mobile learning delivery leaves a gap in the literature. This study aimed to identify the instructional design and development processes specific to mobile learning delivery within iTunes U. Ten participants from higher education were purposively selected for participation in the study. Each of the 10 participants met the selection criteria; participants designed or served on a design team that created an iTunes U course for a higher education audience. Five of the participants were instructional designers and the other five were instructional designers by assignment. Data was collected from three sources including the participants' iTunes U courses, sample model designs or processes, and in-depth participant interviews. The study identifies instructional strategies, instructional design processes, advantages, and constraints of instructional design and development for mobile learning through iTunes U delivery. Included in the findings is a design and development model for instructional design of mobile learning through iTunes U.</p>

<p> As online courses become more established, there has been a clear impetus to build interactivity, personalization, and real-time feedback into courses. Faculty and course designers have cast envious eyes at video and online games that engage and enthrall players for hours and some are experimenting with gamification&mdash;a blanket term that covers all manner of attempts to build student intrinsic motivation into online courses. In this study I analyze four cases of gamified online courses at accredited institutions of higher education. I've looked at game elements the course builders are including and whether this might be a means of progress toward educational and societal goals. My conclusion is that there is potential significantly to increase student engagement in the concept of gamifying online courses. I outline areas for future study by suggesting frameworks within which gamification might be further analyzed and assessed.</p>

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<p> Recent advancements in the cost, availability, and capability of augmented reality (AR) and virtual reality (VR) devices and software are spurring their mass distribution to the public. This fundamental shift in the use of AR and VR predominantly from military and academic research laboratories to the public presents new opportunities and challenges for the design of instructional technology. While studies of AR and VR have been conducted to inform the design of individual instructional products, few studies have focused on computer-supported collaborative learning (CSCL) products in which AR and VR learners work together toward shared learning goals. </p><p> The museum education industry possesses unique and inherent characteristics that position it as a strong candidate for the development and deployment of CSCL-ARVR products. Tourism locations, such as museums, provide an exemplary environment for advanced learning technology experimentation in which information technology infrastructure and programs of instruction are often already in place and in which many tourists already possess smartphones and or tablets that may be used to mediate location-based educational experiences. </p><p> The goal was to conduct formative research to develop a tentative instructional design theory that can be used to guide the creation of CSCL-ARVR instructional products. Instructional design theory and software engineering practices were applied to guide the design of a CSCL-ARVR instructional product prototype to support museum education. The prototype, named Co-Tour, was designed and developed to enable remotely-located VR participants to collaborate with AR participants located within a tourism location to jointly navigate the location, examine exhibits and answer questions about exhibits related to a problem-based learning instance. Formative data were collected and analyzed, and the results were used to develop a tentative instructional design theory. </p><p> Mixed Reality Museum Co-Visit Theory is proposed to inform the design and development of CSCL-ARVR co-visitation experiences for museums. A theoretical framework was developed and was informed by CSCL, game-based learning, social constructivist theory, flow theory, and the construct of camaraderie. Five values supporting the goal were elaborated to guide theory methods production including fostering of collaboration, leveraging of informal learning activities, incorporation of motivational elements, favoring of loose organization, and provision an effective user interface. Future research should focus upon replication towards validation and generalizability of results and upon the broader museum going population.</p><p>

<p> The purpose of this basic qualitative study was to explore how wiki-based collaboration is affected by the generational characteristics of Baby Boomer (1943&ndash;1960) and Millennial (1982&ndash;2000) instructional designers in midsized corporations. Collaboration theory was applied to strengthen the depth and accuracy of the data analysis and justify the study findings. A basic qualitative methodology was applied to explore the research problem. The target population consisted of Baby Boomer and Millennial instructional designers who worked in midsized corporations within the continental United States and had collaborated on a wiki-based work project within a team. The sample consisted of three instructional designers between the ages of 52&ndash;65 years old (Baby Boomers) and three instructional designers between the ages of 21&ndash;35 years old (Millennials) who possessed master&rsquo;s degrees in instructional design or a related field, were employed in midsized corporations within the continental United States for at least 1 year, and collaborated on a wiki-based project within a team during the past 12 months prior to participation in the study. Data analysis included evaluation and synthesis of participant interview transcripts to identify patterns that emerged from constant comparative analysis while identifying changes to the patterns when combined. Wiki-based collaboration was not affected by the generational characteristics of Baby Boomer and Millennial instructional designers in a midsized corporate context. </p><p>

<p> <b>Purpose.</b> The purpose of this quantitative research study was to examine the factors that influence students&rsquo; intentions to continue to use digital texts. Specifically, the purpose was to investigate what impact the external factors of instructor modeling and instructor expectation to use had on the intention to continue to use digital textbooks as well as how the internal factors of perceived ease of use, perceived usefulness, and satisfaction with the digital textbook impact students&rsquo; intentions to continue to use digital textbooks. </p><p> <b>Theoretical Framework.</b> The theoretical framework for this study is the Technology Adoption Model (TAM). This user acceptance model was developed by Fred Davis (1986) and is used extensively to provide an understanding of user acceptance processes as well as theoretical insights into the design and implementation learning technology. </p><p> <b>Methodology.</b> This study used a quantitative, cross-sectional survey instrument based on the E-Book Adoption Scale (Jin, 2014b), an instrument that was tested for reliability and validity using a Cronbach&rsquo;s alpha test. </p><p> <b>Findings.</b> Students&rsquo; perceived ease of use and usefulness of the digital text predict student satisfaction with the digital text. Students whose instructors did not provide resources for using a digital text were more likely to be satisfied with the digital version of the textbook yet, there is no significant relationship between instructor expectations and intervention to students&rsquo; intentions to continue to use digital textbooks. </p><p> <b>Recommendations.</b> The ease of use of a digital interface is the aspect most likely to impact student satisfaction. College student purchasing patterns of digital texts are significantly influenced by the perceived ease of use of the text and the perceived usefulness of the text. Perceived ease of use is related to the interface of the text. Publishers who clearly apply this field of research to their product development will provide digital texts that students are more likely to be satisfied with and to adopt as a preferred learning platform. Institutions that develop support systems to help their faculty members make the most of the digital features of the texts will better support students.</p><p>