Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 80-85). Also available in print.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2003. / Includes bibliographical references. Also available online.

Thesis (M.A.)--Ball State University, 2009. / Title from PDF t.p. (viewed on July 01, 2010). Creative project (M.A.), 3 hrs. Includes bibliographical references (p. 51-53).

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 121-128).

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 183-190). Also available on the Internet.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Special Education). Includes bibliographical references (49-55 p.).

The subject of the thesis is children TV contest programs. It analysis selected TV quizzes and contest shows for children and young with regard to what conception of education stands behind the selection of questions in particular TV contests. The work is based on presumption that contest programs, in which contestants answer general knowledge questions, represent general conception of education considering question selection. The work deals mainly with differences in the character, contents and forms of particular quiz questions and tries to come to a conclusion what is the media approach to education in these days and which fields of education they put the emphasis on.

This thesis is devoted to learning supported by modern information technologies. It describes the methodological approaches used to create e-learning-based education programmes, summarizes current trends and analyzes evolution of the global market with learning technologies. Due to the focus on the Czech Republic, it also analyzes the results of 2 surveys, namely use of e-learnning in the corporations and use of e-learning at the University of Economics, Prague.

<p>Emerging technologies in the classroom are paving the way towards high-quality, hands-on distance learning. Augmented Reality (AR), which overlays virtual information into the physical world, provides a promising solution for the development and delivery of collaborative educational content. Frameworks such as ARkit, ARCore, have enabled AR experiences to become available to a wider audience. However, there are still several challenges to implementing an AR-based curriculum in classrooms, such as difficulty to create AR content, lack of an architecture capable of supporting collaboration between users, and questions about the user experience. This thesis introduces the MetaAR project, a series of solutions to enable instructors and designers to prototype AR experiences in collaborative and distant classrooms. We designed and tested interactive systems, each targeted towards solving a different problem: (1) MetaAR, an augmented reality authoring platform for instructors and students; (2) RobotAR, a robotics toolkit to create augmented reality-based makerspaces; (3) ColabAR, a toolkit for quick-prototyping of Tangible Augmented Reality (TAR) laboratories; (4) Grove-Blockly, a website with a STEAM curriculum involving IoTs, crafting and coding aimed at middle-schoolers; (5) Towards Modeling of Human Skilling for Electrical</p> <p>Circuitry using Augmented Reality Applications, which provides a model to cluster microskills found in AR (perceptual, cognitive, motor) and aligns them to educational content design for AR. Our preliminary results, obtained from user studies involving more than 120 participants, provide evidence of the sustainability and the positive reception of our prototypes in learning environments. We demonstrated an improvement in several of students’ key competencies and in the overall user experience for both instructors and students. Our hope is that this thesis provides a pathway towards more natural interactions and advances in our understanding of distance learning technology, which is becoming increasingly important in today's society.</p>

The 1980s saw an increase in learning support assistants (LSAs’) in colleges for further education to support post-sixteen learners with learning difficulties and disabilities (LDD). LSAs’ were appointed on an ad hoc basis with little or no experience, or relevant qualifications to deliver support in ‘inclusive’ vocational classrooms. The Workforce Development Plan in 2004 acknowledged this phenomenon and advocated that occupational standards be developed. Two years later, in October 2006, the first National Occupational Standards (NOS) for college LSAs was launched but it did not include an official training framework for their professional learning and although there are some training structures in place, this still remains the case today. Learners with LDD are, therefore, still supported by untrained LSAs’ who are not professionally equipped to deal with the particular challenges they present. Educators like myself who work alongside LSAs’ in colleges, must seek to naturalistically explore professional learning opportunities to enhance their knowledge and skills. Such professional learning opportunities should reflect the creative and dynamic contribution college LSAs’ bring to inclusive classrooms and, thereby, not only improve the quality of the support LSAs’ give but the overall integrative, ethical and non-discriminative ethos of a college. With this knowledge, I developed and implemented an Enhanced Learning Support Assistant Programme (ELSAP) for the professional learning of volunteer LSA participants with the aim of improving their knowledge and skills to deliver a more meaningful education for postsixteen learners with LDD. For the acquisition of new knowledge and skills, professional learning for LSAs’ needs to occur systemically over time and be integrated within the multilayered context of a college to allow dynamic and reciprocal influences to make transformative connections. Critically, my action research study strengthens the connection between socio-political theory and practice within the sociology of disability education on moral, ethical and human rights grounds.