This thesis describes the design and deployment of netLab, a self-contained lab environment suitable for use in an upper level networking course. NetLab does not require special hardware, special permissions, kernel modifications, or multiple computers. The laboratory was designed to emphasize hands-on programming over device configuration or performance analysis. NetLab uses network engineering projects to motivate software engineering principles. The main projects are linkLab and routerLab, the implementations of a layer-2 network protocol and a layer-3 routing algorithm simulation. Both projects use a physical-layer emulator providing controllable impairment for thorough testing. The lab has been shown to be capable of expansion to accommodate different protocols. NetLab is a success in that students consistently found netLab to be challenging and exciting, and all ranks of students advanced their skills.

Marine aquariums are excellent venues for accomplishing the purposes of marine education, and school field trips conducted at non-formal settings continue to be an important part of K-12 education. The purpose of this study was to provide not only quantitative data regarding the extent and quality of marine aquarium field trips conducted by elementary schoolteachers in Seoul, South Korea, but also to provide a qualitative description of marine aquarium education conducted in the USA and Canada. A Web survey designed to examine Korean teachers' experiences and perspectives on aquarium field trips identified several concerns regarding Korean marine aquarium education, and a case study conducted at three aquariums in the USA and Canada described the characteristics and qualities of marine aquarium education at those aquaria. Recommendations for both Korean aquaria's educational roles and Korean elementary schools' successful field trips to aquaria are presented with the goal of improving the quality of Korean marine aquarium education.

This study examines science teachers' beliefs and ideas about science prior to and following a one and a half day workshop on Indigenous Knowledge and Traditional Witsuwit'en knowledge of science. It is part of a wider study initiated by the Aboriginal Enhancements Branch of the BC Ministry of Education to determine why Aboriginal students are not enrolling in the sciences. A broad range of qualitative methodologies were applied, including pre and post instructional questionnaires, an experiential field trip to traditional Witsuwit'en territories as well as an instructional workshop and a dialogue process. Aspects of Indigenous methodology were included that were central to the lived experience of the Witsuwit'en people whose territories we were on and with whom the research was being conducted. Post-workshop questionnaire responses indicated that teachers' developed a broader understanding of Witsuwit'en Traditional Knowledge systems and a deeper respect for the contributions of the local First Nations to the sciences.

This study is designed as a curriculum-based response to an urgent educational responsibility: How do we understand and respond to our ever-greater roles as audience members in a technologically, politically, culturally and economically performative society? The lived-through experience of the live performing arts offers a powerful medium for young people within which to find relevance and genuine connection with artists and artistic practice that is not generally available through mediatized forms of performance. This curriculum theory study, in implementation, has the potential to greatly improve the cultural literacy of future audiences for the performing arts. The paradigm shift in our culture from predominantly textual to predominantly visual creates a pressing need for aesthetic and critical understandings of the many ways we experience everyday life as audiences in performance. Live performance forms - theatre_ dance, performance art. opera. music - offer a crucial counterbalance to the prevailing forces of film, television and other mass media forms of performance_ These performing arts audiences are generally more challenged - aesthetically, affectively and cognitively - in their reception and interpretation of live performance. Also, due to the inherent nature of shared presence in live performance. the potential exists for authentic, meaningful interactions between performers and spectators in a way that is not possible in most media-based performance forms. A curriculum theory for audience-in-performance (AIP) involves an increased awareness of the presence, attention and witnessing activities of live audience. as revealed in aesthetic philosophy. Performance theory sees the alienation, commodification and dispersement of contemporary AIP, but also recognizes the potential for resistance, collaboration, participation and shared memory and meaning-making with performance. AIP curriculum theory consists of three parts: pre-performance (preparatory/ predictive): performance (attentive/interpretive); and post-performance (reflective/evaluative). The role and function of AIP is akin to that of choruses in Ancient Greek theatre, occupying the liminal space between audience and performance. AIP students prepare for performance as artists do, through the art form itself. and whenever possible in concert with performers. AIP curriculum theory_ also called pedagogy of the spectator, has six key characteristics: aesthetic, improvisatory, performative, critical, political and social. Successful implementation of AIP curriculum in the worlds of education and performance requires a greater understanding of performance by educators and of education by performers. It requires the placing performance studies into educational practice to enhance and improve student/teacher spectatorship of both culture and curriculum.

Through a qualitative, interdisciplinary inquiry of six Indigenous scholars who had completed or were currently enrolled in Education. Social Work or Family Studies doctoral programs, this study explores Indigenous methodologies with a specific focus on methodologies flowing from a Nehiyaw Kiskeyihtamowin (Plains Cree knowledges). The study asked six scholars. four being of Cree ancestry, if they believed that there was a distinctive Indigenous methodological approach to research and if so what did it entail. Secondly, the study inquired into how Indigenous knowledges informed their research decisions and the applications of those decisions. Finally, given that each of these individuals were, or had been, enrolled in western doctoral programs this inquiry asks what were the challenges of using Indigenous methodologies based on an Indigenous worldview. Findings from this study include an assertion of Indigenous methodologies and that this is a relational approach to research: that Indigenous methodologies flow from an Indigenous worldview while needing to be congruent with specific cultural ways and protocols of the differing nations; that Indigenous methodologies encompass an inclusive, broad range of knowing which demands a holistic interpretation of ethical considerations; and that Indigenous methodologies includes decolonizing theory and action. In terms of application, the six individuals of this study affirm that research decisions (e.g. research methods) need to be congruent with the respective cultural epistemologies. Through their research stories. they provide examples of how they achieved this congruency in their methodology. Further, the study illustrates significant factors, such as allies, in nurturing the advancement of this approach to research in western universities. To inquire into this topic, an Indigenous methodology flowing from a Nehiyaw epistemology was used. This approach honours a relational worldview involving both the stories of the research participants as well as a reflective analysis of the researcher's experiences in relationship to kin, kith and community during this journey. To ensure congruency with Nehiyaw epistemology, internal and external efforts were made by the researcher involving her own preparations to undertake this research including adherence to cultural values and protocols. The findings of the research are presented in two manners. The primary presentation is through story which honours the interpretive, oral tradition of Nehiyaw culture. Secondly, to identify recommendations from this research, emergent themes were identified and thematically grouped.

Jobs in the computing field demand communication and teamwork skills in addition to programming skills. Focus needs to be shifted at the undergraduate level towards developing collaborative skills to enable a smooth transition into employment in academia or industry. With computer science bachelors degree production at a record low, games courses have been gaining in popularity, as there has been growing evidence showing positive enrollment and student engagement results. Building upon other game programs that had successful results, I present a game design course developed to attract students of all disciplines. Our course is different because we focus on three main issues identified by recent industry studies: cooperative learning, peer review, and team orientation. The course was successful in attracting students across multiple disciplines, and an analysis indicated increased student interest in pursuing a computer science degree. Unfortunately, the same pre- and post-surveys suggested that our collaborative activities may have resulted in a decrease in student interest regarding course work and in pursuing studies in game design. Student feedback also informed us that students felt uncomfortable participating in some of our peer review activities. Because of these results, I used a studio-based pedagogical approach to restructure the peer review activities in our course. In our previous offering, students received peer feedback only on their final game presentation. In our latest offering, we integrated peer review activities into every step of the game development process, allowing students to use the feedback received in the peer review activities to refine their work while progressing through a game project. A quantitative analysis informs us that our refined peer review activities were successful in increasing student presentation confidence, sense of competition and community, and excitement towards their course projects. A qualitative analysis suggests that studio-based learning can provide a better learning environment for our students. Most importantly, students reported that they found this type of peer review to be useful in aiding them towards achieving their learning goals. The course at the University of Victoria is a course on game design, but I suggest that the studio-based learning model can be very effective in any course where students are instructed to submit unique projects, or unique solutions to a given problem. I recommend studio-based learning to any educators interested in cooperative learning, or considering integrating peer review activities into their course work.

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 112-118). Also available in print.

Thesis (M. Ed. (Education))--Rhodes University, 2006. / Half-thesis submitted in partial fulfilment of the requirements for the degree of Masters of Education (Environmental Education).

This thesis describes the design and deployment of netLab, a self-contained lab environment suitable for use in an upper level networking course. NetLab does not require special hardware, special permissions, kernel modifications, or multiple computers. The laboratory was designed to emphasize hands-on programming over device configuration or performance analysis. NetLab uses network engineering projects to motivate software engineering principles. The main projects are linkLab and routerLab, the implementations of a layer-2 network protocol and a layer-3 routing algorithm simulation. Both projects use a physical-layer emulator providing controllable impairment for thorough testing. The lab has been shown to be capable of expansion to accommodate different protocols. NetLab is a success in that students consistently found netLab to be challenging and exciting, and all ranks of students advanced their skills.

Marine aquariums are excellent venues for accomplishing the purposes of marine education, and school field trips conducted at non-formal settings continue to be an important part of K-12 education. The purpose of this study was to provide not only quantitative data regarding the extent and quality of marine aquarium field trips conducted by elementary schoolteachers in Seoul, South Korea, but also to provide a qualitative description of marine aquarium education conducted in the USA and Canada. A Web survey designed to examine Korean teachers' experiences and perspectives on aquarium field trips identified several concerns regarding Korean marine aquarium education, and a case study conducted at three aquariums in the USA and Canada described the characteristics and qualities of marine aquarium education at those aquaria. Recommendations for both Korean aquaria's educational roles and Korean elementary schools' successful field trips to aquaria are presented with the goal of improving the quality of Korean marine aquarium education.