Univ., Diplomarbeit, 2006--Frankfurt (Main)

Thesis (Ph.D.)--York University, 2004. Graduate Programme in Administration. / Typescript. Includes bibliographical references (leaves 318-340). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99133

Thesis (M.A.) - Carleton University, 2002. / Includes bibliographical references (p. 121-127). Also available in electronic format on the Internet.

Thesis (Ph. D.)--Georgia State University, 2006. / Title from title screen. Christine D. Thomas, committee charir; Nikita D. Patterson, Clara Nosegbe Okoka, Janice S. Scott, Pier A. Junor-Clarke, committee members. Electronic text (176 p. : forms, graphs (some col.)) : digital, PDF file. Description based on contents viewed May 1, 2007. Includes bibliographical references (p. 134-143).

This thesis focuses on using ICT during langueage teaching. The author cooperates with concrete language school from Prague which would like to start using internet to make lessons more efficient. According to the survey, students would like to use the internet to study the language at home. E-learning and m-learning are defined here. Also their positives and negatives are mentioned. M-learning is thought to be very popular in language teaching these days. Also open source softwares are considered to be a solution. Students would also like to communicate with their colleagues and teachers through instant messengers and social networks. All of these possibilities were taken in mind and the author tried to find the best way how to get the clients of the language school satisfied. The purpose of the whole process was also to gain new clients.

no / This article introduces some ideas about using internet classrooms to enrich the experience of those learning and teaching politics. It draws and reflects upon my three-year experience of using internet classrooms to teach politics in optional and compulsory politics undergraduate modules, providing critical evaluation of the successes and problems involved. Much of what the article discusses can be applied to most, if not all, politics modules and will be useful to those wishing to use new technologies to support active learning strategies in their undergraduate teaching. The article is based on personal experience and student evaluations, rather than any rigorous research of learning outcomes. As such, I do not set out to prove that using internet classrooms has pedagogical advantages over using only traditional methods, and I am not arguing a case for or against using either.

Based on the idea of broadening access to learning opportunities for all by means of new Information and Communication Technologies (ICTs), the Open Educational Resources (OER) movement has gained ground during the first years of the 21st Century while capturing the imagination of educators, university leaders, policy-makers and opinion leaders all over the globe. Drawing on socio-technical theories and adopting a case study research design, which involved the analysis of both qualitative and quantitative data, this thesis addresses the manifold tensions and paradoxes that may emerge out of the interplay between a highly predefined model of OER provision and the everyday realities and institutional contexts of different higher education settings. In particular, it focuses on the process of implementation by Spanish universities of OpenCourseWare (OCW) initiatives, a widely adopted model of OER provision that was originally devised at the Massachusetts Institute of Technology. By examining the enactment of technology as a situated phenomenon, this study sheds light on the roles that OCW initiatives play in relation to the strategic orientation of universities and how the actual involvement of scholars in the creation of this type of materials is often curbed by some entrenched institutional arrangements and prevailing academic cultures. The findings of this thesis have theoretical as well as practical implications, which suggest that the replication of models of OER provision outside the specific settings in which they were originally devised is a rather problematic endeavour. More generally, it supports the idea that the implementation of ICTs must be always accompanied by social structures that are mindful and respectful of local specificities and institutional arrangements. Another key conclusion is that, if universities are genuinely committed to broadening access to higher education opportunities and supporting participation in life-long learning by means of ICTs, it is crucial to understand the ways and extent to which OER initiatives can actually contribute to achieving such goals.

There has been a significant increase in the level of remote or distance learning using the Internet, often referred to as e-learning or online education. E-learning is often combined with classroom instruction and on-the-job training and this is referred to as blended learning. The purpose of this research is to investigate the impact blended learning has in improving engineering training in the engineering field of industrial automation. This is especially in improving the reaction, achievement and return on investment of learners compared to that of only the traditional classroom or e-learning approaches. One of the gaps in current research is the examination of the impact of blended learning in improving engineering training. The research revealed significant growth in the use of e-learning for engineers and technicians. There would however appear to be a large number of engineers and technicians who were disappointed with their experiences of e-learning. Significant concerns were also identified in the efficacy of e-learning and the lack of hands-on experience in this form of training for engineers and technicians. Suggestions are made as a result of the research into addressing these issues.

Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2009. / "2008". Bibliography: p. 268-283.

The overwhelming amount of online news presents a challenge called news information overload. To mitigate this challenge we propose a system to generate a causal network of news topics. To extract this information from distributed news sources, a system called Forest was developed. Forest retrieves documents that potentially contain causal information regarding a news topic. The documents are processed at a sentence level to extract causal relations and news topic references, these are the phases used to refer to a news topic. Forest uses a machine learning approach to classify causal sentences, and then renders the potential cause and effect of the sentences. The potential cause and effect are then classified as news topic references, these are the phrases used to refer to a news topics, such as “The World Cup” or “The Financial Meltdown”. Both classifiers use an algorithm developed within our working group, the algorithm performs better than several well known classification algorithms for the aforementioned tasks. In our evaluations we found that participants consider causal information useful to understand the news, and that while we can not extract causal information for all news topics, it is highly likely that we can extract causal relation for the most popular news topics. To evaluate the accuracy of the extractions made by Forest, we completed a user survey. We found that by providing the top ranked results, we obtained a high accuracy in extracting causal relations between news topics.