The field of Instructional Design and Technology has produced several instructional frameworks grounded in educational psychology to provide guidance for effective learning. The realm of athletics is an area that can benefit from these instructional frameworks by providing systematic methods to facilitate an efficient learning process. This study employed Gagne's Nine Events of Instruction to develop instructional guidelines for psychomotor skill learning of athletic movements to enhance athletic performance. This design and development study conducted model research through model development and model validation. Components of the guidelines reflected the Nine Events and were supported by research in motor skill learning in sports. These guidelines were then validated by subject matter experts and revised based on their recommendations. / Ph. D.

This study was conducted to identify combinations of self-efficacy enhancing strategies and language learning strategies and to align them with Gagne's Nine Events of Instruction (1985). If worked together, these combinations can be used by educators to encourage students studying abroad to acquire second language skills in a shorter amount of time. This design and development study conducted model research through model development and model validation. The considerations were created and supported by current research in the literature and validated by experts from these three areas and revised based on their recommendations. / Doctor of Philosophy / This study was conducted to establish instructional considerations that combine strategies that show, in the literature, to have an effect on second language acquisitions such as self-efficacy enhancing strategies and language learning strategies and apply these strategies in everyday instructions using Gagne's Nine Events (1985). It is hoped that the proposed considerations, after revised by expert reviewers, can be utilized when teaching second language learning skills to international students who seek higher education degrees and have limited time to acquire these skills. The considerations were created and supported by current research in three areas of the literature: self-efficacy enhancing strategies, language learning strategies, and Gagne's Nine Events (1985) and validated by experts from these three areas.

The work described in this thesis falls under the umbrella of the Aurora project (Aurora 2000). Aurora is a long-term research project which, through diverse studies, investigates the potential enhancement of the everyday lives of children with autism through the use of robots, and other interactive systems, in playful contexts. Autism is a lifelong pervasive disability which affects social interaction and communication. Importantly for this thesis, children with autism exhibit a deficit in narrative comprehension which adversely impacts their social world. The research agenda addressed by this thesis was to develop an interactive software system which promotes an understanding of narrative structure (and thus the social world) while addressing the needs of individual children. The conceptual approach developed was to break down narrative into proto-narrative components and address these components individually through the introduction of simple game-like tasks, called t-stories, presented in a human-computer interaction context. The overarching hypothesis addressed was that it is possible to help children with autism to improve their narrative skills by addressing proto-narrative components independently. An interactive software system called TouchStory was developed to present t-stories to children with autism. Following knowledge of the characteristics and preferences of this group of learners TouchStory maintained strong analogies with the concrete, physical world. The design approach was to keep things simple, introducing features only if necessary to provide a focussed and enjoyable game. TouchStory uses a touch-sensitive screen as the interaction device as it affords immediate direct manipulation of the t-story components. Socially mediated methods of requirements elicitation and software evaluation (such as focus groups, thinking aloud protocols, or intergenerational design teams) are not appropriate for use with children with autism who are not socially oriented and, in the case of children with ‗lower functioning‘ autism, may have very few words or no productive language. Therefore a new strategy was developed to achieve an inclusive, child-centred design; this was to interleave prototype development with evaluation over several long-term trials. The trials were carried out in the participants‘ own school environments to provide an ecologically valid contextual enquiry. In the first trial 18 participants were each seen individually once. The second and third trials were extended studies of 12 and 20 school visits with 12 and 6 participants respectively; each participant was seen individually on each school visit, provided that the participant was at school on the day of the visit. Evaluation was carried out on the basis of video recordings of the sessions and software logs of the on-screen interactions. Individual learning needs were addressed by adapting the set of t-stories presented to the participant on the basis of success during recent sessions. No ordering of difficulty among the proto-narrative categories could be known a priori for any individual child, and may vary from child to child. Therefore the intention was to gradually, over multiple sessions, increase the proportion of t-stories from proto-narrative categories which the individual participant found challenging, while retaining sufficient scope for the expression of skills already mastered for the session to be enjoyable and rewarding. The adaptation of the software was achieved by introducing a simple adaptive formula, evaluating it over successive long terms trials, and increasing the complexity of the formula only where necessary. Results indicate that individual participants found the interactive presentation of the simple game-like tasks engaging, even after repeated exposures on as many as 20 occasions. The adaptive formula developed in this study did, for engaged participants, focus on the proto-narrative categories which the participant needed to practice but was likely to succeed; that is it did target an effective learning zone. While little evidence was seen of learning with respect to the fully developed narratives encountered in everyday life, results strongly suggest that some participants were actively engaged in self-directed, curiosity-driven activity that functioned as learning in that they were able to transfer knowledge about the appropriateness of particular responses to previously unseen t-stories. This thesis was driven by the needs of children with autism; contributions are made in a number of cognate areas. A conceptual contribution was made by the introduction of the proto-narrative concept which was shown to identify narrative deficits in children with autism and to form a basis for learning. A contribution was made to computational adaptation by the development of a novel adaptive formula which was shown to present a challenging experience while maintaining sufficient predictability and opportunities for the expression of skills already mastered to provide a comfortable experience for children with autism. A contribution was made to software development by showing that children with autism may be included in the design process through iterative development combined with long term trials. A contribution was made to assistive technology by demonstrating that simplicity together with evaluation over long term trials engages children with autism and is a route to inclusion. We cannot expect any magic fixes for children with autism, progress will be made by small steps; this thesis forms a small but significant contribution.

The levels of income and employment rates of people with disabilities are often lower than those without them. An effective way to free disabled people from these circumstances would be to design proper job accommodation for them. Ordinarily, physical conditions severely restrict their ability to carry out their work efficiently unless they have are provided with appropriately designed assistive technology (AT). However, due to the physical conditions unique to each disabled person, understanding the requirements of a disabled person is often a challenge to an AT designer. The aims of this research were to develop a design model for an empathy tool that would assist in the process of designing AT for job accommodation, and to explore the relationship between the use of empathy tools and the improvement of design elements in job accommodation AT. The design models employed were developed by analysing interviews with AT users and examining the results of observations and a literature review. The model was then used to build an empathy tool to be used in designing job accommodation AT for a selected subject; the empathy tools were used in a series of assessments of designer users. The results show that, when compared with tools used in traditional design briefs, empathy tools can successfully help designers to improve design elements in terms, respectively, of their understanding of users' physical abilities (22 per cent), work requirements (26.6 per cent), ergonomic requirements (22.8 per cent), and environment characteristics (21.4 per cent). Meanwhile, it is difficult for the tool to improve upon other design elements, about which one must learn by gaining design experience.

This thesis explored the management of change, from a British model of Design and Technology (D&T) curriculum to the Botswana model intended for senior secondary schools. There is little research on the management of change in D&T education especially at senior secondary school level. The study employs the ADKAR (Awareness, Desire, Knowledge, Ability, and Reinforcement) change model, originally designed for business and industry as the theoretical framework to assess the nature of change and use insights gained to identify gaps in the implementation and make proposals for more effective implementation. The study employed a multi-phase case study as a data collection strategy, which was mainly qualitative and situated within a post-modernist inquiry paradigm. A multi-method approach was adopted for data collection, which included questionnaires, individual and group interviews as well as literature review. The data were collected from in-service officers and teachers because of their role as change managers and implementers respectively. Data analysis employed a thematic analysis approach for qualitative data while descriptive statistics were used for quantitative data. The findings of the study revealed the following issues affecting the curriculum: limited implementation strategy. limited participation by key stakeholders. weak coalition for change. limited administrative support especially in terms of provision of resources. and a limited teacher support system as well as weak reinforcement mechanisms to sustain the change. The findings showed that the existing D&T curriculum included new advanced technological content areas to align it with the country s vision of moving away from the traditional agro-based economy to the industrial one. These findings suggest that the technology content areas were barely taught in secondary schools primarily due to limited teachers expertise and inadequate provision of equipment. The study proposes a school-based continuous professional development (CPD) model, which recognises that teachers are change agents and a vital resource that can be developed to build the necessary change capability. The premise of this framework is that the current regional management system was not effective considering the constraints of limited implementation capacity and resources, the vastness of some regions as well as the fact that schools operated under different contexts. The envisioned CPD recognises the uniqueness of school and teachers input into the design and development of CPD programmes. The proposed CPD model promotes also research-based evidence that ensures that it is not a mere skill upgrading exercise, but one that integrates teachers professional development needs, with those of the curriculum and students. This thesis contributes to the field by providing some insights into some of the dynamics of implementing and coping with change within the context of Botswana. The ADKAR framework employed in this study is an original contribution in the field of D&T education. This framework will be of particular use to other countries undertaking D&T curriculum innovation in terms of guiding change management activities such as: readiness assessment; resource provision; developing communications strategies; identifying gaps in terms of training needs for teachers; creating enabling structures; resistance management and reinforcement strategies.

<p> The purpose of this case study was to document stakeholders&rsquo; perceptions of adopting and integrating OER materials in higher education. Specifically, this study sought to understand the perceptions of institutional faculty, librarians, instructional designers, and students with the adoption and use of OER at a state college in east Florida. Semi-structured interviews were conducted with institutional faculty, librarians, and instructional designers. A survey was distributed to students enrolled in OER integrated courses during the Spring semester. Theoretical perspectives on the adoption and diffusion of OER as an innovation were grounded in Roger&rsquo;s Diffusion of Innovation theory. </p><p> An analysis of the data revealed that stakeholder perceptions are a key factor in the rate of adoption and diffusion within the institution. Faculty perceptions of resource quality and time involved to curate the resources proved challenging for OER adoption and integration. Instructional designers perceived the resources as time consuming yet highly accessible. Librarians perceived the resources as beneficial, but a lack of awareness and understanding of licensing rules made adoption and integration challenging. Students perceived the resources as advantageous, above average in quality, and just as effective as traditional textbooks. Despite the challenges presented, stakeholders agreed that access to the resources and the cost savings for students were significant enough to outweigh the time involved to locate, adapt, implement, and utilize the resources.</p><p>

Project Report (M.Pub.) - Simon Fraser University, 2005. / Project Report (Master of Publishing Program) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

<p> Computer Adaptive Tests (CATs) have been used successfully with standardized tests. However, CATs are rarely practical for assessment in instructional contexts, because large numbers of examinees are required a priori to calibrate items using item response theory (IRT). Computerized Classification Tests (CCTs) provide a practical alternative to IRT-based CATs. CCTs show promise for instructional contexts, since many fewer examinees are required for item parameter estimation. However, there is a paucity of clear guidelines indicating when items are sufficiently calibrated in CCTs. </p><p> Is there an efficient and accurate CCT algorithm which can estimate item parameters adaptively? Automatic Racing Calibration Heuristics (ARCH) was invented as a new CCT method and was empirically evaluated in two studies. </p><p> Monte Carlo simulations were run on previous administrations of a computer literacy test, consisting of 85 items answered by 104 examinees. Simulations resulted in determination of thresholds needed by the ARCH method for parameter estimates. These thresholds were subsequently used in 50 sets of computer simulations in order to compare accuracy and efficiency of ARCH with the sequential probability ratio test (SPRT) and with an enhanced method called EXSPRT. In the second study, 5,729 examinees took an online plagiarism test, where ARCH was implemented in parallel with SPRT and EXSPRT for comparison. </p><p> Results indicated that new statistics were needed by ARCH to establish thresholds and to determine when ARCH could begin. The ARCH method resulted in test lengths significantly shorter than SPRT, and slightly longer than EXSPRT without sacrificing accuracy of classification of examinees as masters and nonmasters. </p><p> This research was the first of its kind in evaluating the ARCH method. ARCH appears to be a viable CCT method, which could be particularly useful in massively open online courses (MOOCs). Additional studies with different test content and contexts are needed.</p>

The increasing power and decreasing cost of computers has resulted in them being applied in an ever widening area. In the world of Computer Aided Design it is now practicable to involve the machine in the earlier stages where a design is still speculative, as well as in the later stages where the computer's calculating ability becomes paramount. Research on database systems has not followed this trend, concentrating instead on commercial applications, with the result that there are very few systems targeted at the early stages of the design process. In this thesis we consider the design and implementation of the file manager for such a system, first of all from the point of view of a single designer working on an entire design, and then from the point of view of a team of designers, each working on a separate aspect of a design. We consider the functionality required of the type of system we are proposing, defining the terminology of experiments to describe it. Having ascertained our requirements we survey current database technology in order to determine to what extent it meets our requirements. We consider traditional concurrency control methods and conclude that they are incompatible with our requirements. We consider current data models and conclude that, with the exception of the persistent programming model, they are not appropriate in the context required, while the implementation of the persistent programming model provides transactions on data structures but not experiments. The implementation of experiments is considered. We examine a number of potential methods, deciding on differential files as the one most likely both to meet our requirements and to have the lowest overheads. Measurements conducted on both a preliminary and a full-scale implementation confirm that this is the case. There are, nevertheless, further gains in convenience and performance to be obtained by exploiting the capabilities of the hardware to the full; we discuss these in relation to virtual memory systems, with particular reference to the VAX/VMS environment. Turning to the case where several designers are each working on a (nearly) distinct part of a design, we consider how to detect conflicts between experiments. Basing our approach on optimistic concurrency control methods, we show how read and write sets may be used to determine those areas of the database where conflicts might arise. As an aside, we show how the methods we propose can be used in an alternative approach to optimistic concurrency control, giving a reduction in system overheads for certain applications. We consider implementation techniques, concluding that a differential files approach has significant advantages in maintaining write sets, while a two-level bitmap may be used to maintain read sets efficiently.

Thesis (Ph.D)--Aerospace Engineering, Georgia Institute of Technology, 2009. / Committee Chair: Mavris, Dimitri N.; Committee Member: German, Brian J.; Committee Member: Osburg, Jan; Committee Member: Ruffin, Stephen M.; Committee Member: Schrage, Daniel P.. Part of the SMARTech Electronic Thesis and Dissertation Collection.