Les relations mises en place par le phénomène des nouvelles technologies, bousculent nos repères, nous entrons dans une nouvelle ère, où tout est à penser dans la transition. Le doctorat est amené à évoluer, à se penser autrement. La création du doctorat en ligne ouvre sur de nouvelles hypothèses de travail.Cette thèse rend compte d’une expérience pédagogique inédite (2010-2016), sur la question d’un doctorat en ligne et la question pédagogique en Sciences de l’Éducation. Cette thèse témoigne d’une innovation en train de se faire et s’inscrit dans la logique de l’Analyse Institutionnelle. À ce jour de finalisation de rédaction de la thèse, aucune autre expérience de création de doctorat en ligne en sciences de l’éducation en francophonie n’a pu être constatée. Cet objet de recherche est donc quelque chose de totalement nouveau au niveau du doctorat en francophonie. À ce titre-là, c’est une thèse tout à fait prospective dans le sens où il n’y a pas encore de recherche sur l’enseignement en ligne au niveau du doctorat en Sciences de l’Éducation. Cette thèse est une figure pionnière comme expérimentation. L’auteure se situe en tant que membre à part entière avec la théorie ethnométhodologique. D’observateur participant dans une recherche-action, elle a pu tenir le rôle d’ethnographe clinicien devant les difficultés de mises en place rencontrées.Cette expérimentation qui a échoué a été considérée comme une tentative, un passage, un brouillon dont il fallait tirer un enseignement. Comment faire évoluer ce projet et dépasser les problèmes rencontrés ? Quel dispositif développer afin que les doctorants, les enseignants s’impliquent, ou se sentent impliqués dans la construction de la communauté de référence ? En quoi l’idée d’un doctorat en ligne pourrait-elle être étendue à d’autres domaines ? Par rapport à la nouvelle réforme des universités les thèses en validation des acquis de l’expérience ne pourraient-elles pas s’articuler avec ce type de thèse en ligne ?Cette thèse va tenter d’y répondre. Elle apporte dans le champ de la recherche des éléments nouveaux, et développe une réflexion afin de dépasser les problèmes rencontrés pour une avancée pédagogique. / The relations created by the phenomenon of new technologies, shake our benchmarks, we enter a new era, where everything should be thought in this transition. The doctorate is led to evolve, to be thought differently. The creation of the online doctorate opens new working hypotheses. This thesis analyses an unprecedented educational experience (2010-2016), relating an online doctorate and the pedagogical question of the 3rd cycle in education sciences. This thesis testifies of an ongoing innovation and is consistent with the Institutional Analysis logic. To date, no other experience of creating an online doctorate in education sciences in French-speaking countries has been recorded. This object of research is therefore totally new at the doctorate level within French-speaking countries. As such, it is a prospective thesis in the sense that there is not, yet, no research on e-learning at doctorate level in education sciences. This thesis, as an experimentation, is a pioneer. The author is a full member of the ethnomethodological theory. As an observer in an action-research project, she could take on the role of clinical ethnographer in the face of the implementation difficulties encountered. This failed experiment was considered an attempt, a passage, a rough draft from which to learn. How to develop this project and overcome the problems encountered? Which framework develop so that PhD students, teachers get involved or feel involved in building the community of reference? How could the idea of an online doctorate be extended to other fields? In relation to the new reform of universities, could not the theses in validation of prior experience (Validation des acquis de l’expérience) be linked with this kind of online thesis? This thesis will try to answer this. It brings news elements into the field of research and develops a reflection in order to overcome the problems encountered for a pedagogical advance.

The classical Steiner Problem may be stated: Given n points [formula omitted] in the Euclidean plane, to construct the shortest tree(s) (i.e. undirected, connected, circuit free graph(s)) whose vertices include [formula omitted]. The problem is generalised by considering sets in a metric space rather than points in E² and also by minimising a more general graph function than length, thus yielding a large class of network minimisation problems which have a wide variety of practical applications, The thesis is concerned with the following aspects of these problems. 1. Existence and uniqueness or multiplicity of solutions. 2. The structure of solutions and demonstration that minimising trees of various problems share common properties. 3. Solvability of problems by Euclidean constructions or by other geometrical methods. / Science, Faculty of / Mathematics, Department of / Graduate

archives@tulane.edu / In this dissertation, we consider several topics in computational geometry motivated by applications in maps and networks in geographic scenes. We first propose several algorithms that compute the Fr\'echet distance between curves, whose edges are relatively long. One of the popular metrics to capture the similarity between curves is the Fr\'echet distance. In particular, we give a linear-time greedy algorithm for deciding and approximating the Fr\'echet distance and a near linear-time algorithm for computing the exact Fr\'echet distance between two curves in any constant dimension. Next, we propose efficient data structures for proximity and similarity search among curves under the Fr\'echet distance: Given a curve with $n$ vertices, for any query curve of size $m$, decide whether the Fr\'echet distance between the two curves is small or not. We give a data structure with $O(m\log^2 n)$ query time using $O(n \log n)$ space and preprocessing time. In the next stage, we explore the \emph{Approximate Near-Neighbors Queries} problem among curves: Given a set of curves, for any query curve, the aim is to report those input curves that are `approximately' close to the query. We obtain the first result on this problem under the continuous Fr\'echet distance. We exploit the metric studied above for simplification purposes. We specifically consider the problem of computing an alternative polygonal curve with the minimum number of links whose distance to the input curve is at most some given real value. We also propose several exact and approximation algorithms when the vertices of the output curve are selected from the input curve's vertices, its edges, any points in the ambient space. Finally, we turn our attention to a more general type of simplification applied to trees and graphs: We are given a geometric graph and a threshold, the goal is to compute an alternative geometric graph with a minimum total number of edges and vertices such that the distance between them is at most the threshold. We detail several NP-hardness and algorithmic results depending on the type of input/output graphs, the vertex placement of the output graph, and the distance measures between them. / 1 / Majid Mirzanezhad

The purpose of this study was to determine the dominant learning style of dosimetry students. The study also investigated to see if there was a significant difference in test performance based on synchronous/asynchronous participation, specific learning style, and the Bloom's taxonomy level of the test questions. To conduct the study, 25 medical dosimetry students enrolled at an accredited university were studied. Fifteen students participated in the course through a synchronous format using live video conferencing. Ten students used streaming video for their instruction in an asynchronous format. To determine the students' learning styles, Kolb's Learning Style Inventory was used. Findings from the study indicated the most common learning styles of dosimetry students were converging and assimilating. The study also found no significant differences in test performance by students based on synchronous or asynchronous class participation, individual learning style, or the item's Bloom's taxonomy level. Even though no significant differences were found, this study offers insight to potential students and dosimetry educators about taking or offering distance education courses.

The focus of this study centered around superintendent’s responses to the emergency remote learning period caused by the COVID-19 global pandemic. Forms of remote learning have been around since the 1700s, albeit, in many different forms. Technological advances of the 21st Century have significantly increased the ability of schools to provide instruction to students not on campus. Results of this study identified two elements, reception of instruction, and delivery of instruction, as critical components to superintendents leading a district in relation to remote learning.

No description available.

No description available.

An important step in learning to understand social behavior is the development of a technique to measure the degree of attraction between individuals. A number of researchers have suggested the usefulness of a figure placement technique as a nonverbal measure of interpersonal attraction (Weinstein, 1965; Carlson & Price, 1966; Fisher, 196?; Levinger Sc Gunner, 196?; Gottheil, Corey, & Paredes, 1968; Tolor, 1968; Higgins , Peterson, & LiseLotte, 1969), This technique is based on the earlier work of Kuethe (1962, 196^) on social schemata. Silhouette representations of huiaan figures are placed upon a neutral background in order to assess subjects' cognitive dispositions toward their interpersonal world.

Digital divide scholars suggest that the speed and scope of the digital precipitates unique catalysts of societal inequity, which public schools have long sought to mitigate by democratizing access to education. This study investigates a one-to-one digital device program in one of the largest public school districts in the United States, and its impact on literacy achievement in varying socioeconomic climates and the attitudes and beliefs of marginalized parent populations. Previous studies on one-to-one programs are largely qualitative, and existing quantitative studies suffer too many variables for reliable conclusions. Through a mixed methods design, this study centers on a highly-standardized implementation across 200,000 students, controlling for variables plaguing existing work, and offering a breadth of comparable data previously unavailable. The quantitative phase analyzed standardized test scores over seven years surrounding the implementation, and the qualitative phase analyzed survey data gathered from parents in varying socioeconomic climates. These analyses found no statistically significant change in the literacy achievement gap between low and high-income communities, and no concerns unique to any particular parent demographic, negating concerns of some scholars that one-to-one programs might exacerbate the digital divide. This study also found that parents—regardless of language, income, or educational background—generally believe this program eased the transition to remote learning when schools closed due to Covid-19 in 2020, and will better prepare students for a digitized workplace. Recommendations are made for existing and future digital learning and one-to-one laptop programs, and suggestions are offered for future research in or tangential to the fields of digital learning and digital inequity.

The core curriculum of interdisciplinary studies undergraduate programs represents interdisciplinarity as a consciously applied process, whether individually or collaboratively, of drawing and integrating insights from various disciplinary perspectives toward complex problem-solving and innovation. At the front-end of these programs students are often introduced to interdisciplinarity through terminology, metaphors, concepts, and context that are intended to familiarize them with the process. This initiation usually precedes what will ultimately entail a limited number of upper-division courses within the several disciplines or areas that will encompass a unique plan of study characterized by its breadth. The philosophy underlying current pedagogy in interdisciplinary studies appears in many ways to mirror the cognitive habitudes and socio-cultural zeitgeist that have emerged with our increasing connectedness with and reliance on digital technology. This dissertation proposes that through a revised front-end core curriculum revisiting both classical and Ramist pedagogy, and perhaps reframing how we think about interdisciplinarity itself, we need not sacrifice depth for breadth. Rather, we may be able to encourage a broadly applicable self-directed goal-centered mindset in our students that places equal emphasis on both breadth and depth in terms of deliberate knowledge acquisition. Through adapting the initial phases of a cognitivist instructional design model provisional week-by-week, curricular content is presented to illustrate how this endeavor might be realized within the context of interdisciplinary studies or like programs. This core curricular model is intended as an alternative well-suited to both the fully online and mixed mode format as well as the diversity of students within the typical undergraduate interdisciplinary studies program.