Spelling suggestions: "subject:"educational software"" "subject:"ducational software""
151 |
Usability of Just-in-Time Training for Treestand Safety Among Age Diverse PopulationsCrall, Brittany L. L., 19 September 2016 (has links)
No description available.
|
152 |
Formative Research on an Instructional Design Model for the Design of Computer Simulation for Teaching Statistical ConceptsHsu, Chung-Yuan January 2009 (has links)
No description available.
|
153 |
Design, Development, and Evaluation of Learning Games and an Interactive Science Lab in a 3-D Online Virtual World to Support Middle School Science EducationBilyeu, Bruce A. 16 April 2010 (has links)
No description available.
|
154 |
Adapting Feature-Driven Software Development Methodology to Design and Develop Educational Games in 3-D Virtual WorldsOzercan, Sertac 30 July 2010 (has links)
No description available.
|
155 |
Content Assessment in Intelligent Computer-aided Language Learning: Meaning Error Diagnosis for English as a Second LanguageBailey, Stacey M. 18 March 2008 (has links)
No description available.
|
156 |
THE EFFECTS OF LEARNER CHARACTERISTICS ON SATISFACTION IN DISTANCE EDUCATIONAKTAN, FILIZ 07 October 2010 (has links)
No description available.
|
157 |
Programming in Comprehensive School : a Follow Up of the Government's Implementation of the Digitalization Strategy / Programmering i grundskolan : en uppföljning av regeringens implementation av digitaliseringsstrateginGustav, Landin January 2021 (has links)
The Swedish government decided in 2017 that Sweden should be the best country in theworld to use the benefits of digitalization, and concluded that education plays a hugerole in reaching their vision. From autumn semester 2022 text-based programming willbe a mandatory part (in mathematics, grade 7-9) in Sweden. Previous research showsthat many teachers feel uncomfortable teaching programming and that text-basedprogramming has a steep learning curve. This leads us to check if there are gaps to fillin the software provided for educational purposes available today. To get an overview ofthe current situation a survey using questionnaires was conducted. To what extent hadthe teachers used the tools and resources recommended by the Swedish NationalAgency for Education, to develop their skills within text-based programming? How didthe view differ for teachers on using complements to the tools and resources providedby the Swedish National Agency for education today, based on their characteristics?Very few teachers had used the available material and tools, or had the time needed todevelop their skills to feel comfortable teaching text-based programming. Most of theteachers within the survey would find complements to the material provided by theSwedish National Agency for Education useful.
|
158 |
Development of a Knowledge Assessment System Based on Concept Maps and Differential Weighting ApproachesTao, Congwu 27 October 2015 (has links)
This study explored the feasibility and practicability of designing and developing a Knowledge Assessment System (KAS) for assessing different types of knowledge as defined in the revision of Bloom's Taxonomy (Anderson et al., 2001). The KAS created as a result of this study is based on concept maps and employs two differential weighting approaches. It is a developmental study, which includes the design phase, development phase and evaluation phase. The general software system design model (Sommerville, 2009) was adopted to guide the design of the Knowledge Assessment System based on its procedures, including system requirements analysis, architecture design, component design, interface design, and database design. The assessment criteria in this system are designed to be proposition-based and consist of either a non-weighting approach or a weighting approach, which can help provide instructors with flexible assessing methods as well as help them obtain a whole picture of what kinds of knowledge their students have grasped and to what extent the students have mastered that knowledge, based on the student-created concept maps. The two differential weighting approaches initially compare student-created concept maps with expert maps stored in the system. Because some correct propositions in student concept maps may be not included in the initial expert concept maps, the system is designed to continually refine the assessment criterion by inspecting and evaluating the correctness of the propositions in the student-created concept maps and adding the results to the system's database.
The current system is able to assess three types of knowledge: factual, conceptual, and procedural, all of which are defined in the revision of Bloom's Taxonomy (Anderson et al., 2001). The assessment process begins with the assignment of different types of concept map tasks entered and stored in the Knowledge Assessment System. Following by student completion of the tasks and submission of a concept map, the submitted concept map is compared to the criteria stored in the system and a performance report is generated.
The research results show that the Knowledge Assessment System based on concept maps and two differential weighting approaches can act as a useful tool for assessing students' factual, conceptual and procedural knowledge based on their concept maps. / Ph. D.
|
159 |
Avaliação e ensino do repertório de leitura em indivíduos com Síndrome de Down com o uso do software educacional Mestre / Evaluation and teaching of the reading repertoire in individuals with Down s Syndrome using the Mestre® educational softwareBarros, Nelma Maria Felix Capi Villaça de Souza 06 May 2009 (has links)
Made available in DSpace on 2016-04-28T20:57:54Z (GMT). No. of bitstreams: 1
Nelma Maria Felix Capi Villaca de Souza Barros.pdf: 11216905 bytes, checksum: 8e2496321e49f65e67405bbde825da02 (MD5)
Previous issue date: 2009-05-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The increasing number of students with special educational needs in regular
education demands for new methodologies which can help the teacher in his
professional activities. Reading is the basis for acquiring further academic repertoires,
as well as for the individual s participation in society. Unfortunately difficulty in
reading has been identified in different grades of the academic period of Brazilian s
students. Reading has been an object of study in different approaches, including the
Behavior Analysis, which presents studies based on the stimulus-equivalence paradigm,
with good results in teaching basic reading repertoires (words and phrases). A part of
the studies was carried out using the Mestre® software; however, there are very few
studies in which the participants are only individuals with Down s Syndrome. The
objectives of this study are evaluating the reading repertoire of individuals with Down s
Syndrome and implementing a program to teach reading using the Mestre® educational
software. The participants were four students with Down s Syndrome, with ages
between nine and twenty-five. The study was developed in three stages: 1) Evaluation
of the participants previous reading repertoire. 2) Implementation of a teaching
procedure with 15 words composed by simple syllables, focusing on the relations
between stimulus of different modalities: spoken word (A), picture (B), printed word
(C). The CC, AB, AC, CE and AE relations were taught and the emergence of the BC,
CB, CD and BE relations was tested. 3) Application of Generalized Reading Test with
news words and phrases composed by simple syllables. The repertoire of four
participants was evaluated and three of them were submitted to teaching procedure. It
was verified that two participants showed satisfactory performances in the trained
relations as well as in the tested relations, reaching 100% correct results in expressive
reading (CD relation); on the other hand, the levels in the word and phrase in the
Generalized Reading Test were low, leading to assume that they were not under the
control of minimal units (syllables). The participant that did not complete the teaching
procedure showed positive performance changes, compared to the previously evaluated
repertoire. Taking into account the short training period (a maximum of 13 hours and 35
minutes) and the number of sessions (a maximum of 21 sessions) and also the extremely
small initial reading repertoire, the conclusions are that it is possible to teach reading
based on the stimulus equivalence and that the Mestre® software is a valuable tool to
improve reading to students with Down s Syndrome / Diante do crescente número de inclusões na rede regular de ensino em nosso
país, fazem-se necessárias pesquisas em novas metodologias que auxiliem o professor
no processo de ensino de pessoas com necessidades educacionais especiais,
principalmente na leitura, que é base para a aquisição dos demais repertórios
acadêmicos e atuação do indivíduo na sociedade. É fato também que a dificuldade na
aprendizagem de leitura tem sido identificada em diferentes anos no período acadêmico.
A leitura tem sido objeto de estudo em diferentes abordagens, entre elas a Análise do
Comportamento, a qual tem estudos pautados no paradigma da equivalência de
estímulos, com resultados promissores para a aquisição e aperfeiçoamento de
repertórios básicos de leitura, envolvendo o ensino de palavras e de um segmento mais
amplo como frases. Parte dos estudos foi realizada com o software Mestre®, no entanto
são escassos os estudos tendo como participantes apenas indivíduos com Síndrome de
Down. O presente estudo teve por objetivo, avaliar o repertório de leitura de indivíduos
com Síndrome de Down e implementar uma proposta de ensino de leitura, utilizando o
software educativo Mestre®. Participaram da pesquisa quatro indivíduos, tendo entre
nove e vinte e cinco anos, todos com diagnóstico de Síndrome de Down. O estudo foi
desenvolvido em três etapas: 1) Avaliação do repertório prévio dos participantes em
leitura. 2) Implementação de um procedimento para o ensino de 15 palavras compostas
por sílabas simples, focalizando as relações entre estímulos de diferentes modalidades:
palavra falada (A), figura (B), palavra impressa (C), sendo ensinadas as relações: CC,
AB, AC, CE e AE e testada a emergência das relações BC, CB, CD e BE. 3) Teste de
Leitura Generalizada de palavras e frases formadas por sílabas simples. Dos quatro
participantes, três passaram pelo procedimento de ensino. Verificou-se que os dois
participantes que concluíram o procedimento obtiveram desempenhos satisfatórios tanto
nas relações treinadas, quanto nas relações testadas, atingindo 100% de acertos na
leitura expressiva (relação CD); porém nos testes de generalização de leitura de palavras
e frases os patamares foram baixos, levando a pressupor que eles não ficaram sob
controle de unidades mínimas (sílabas). O participante que não concluiu o procedimento
de ensino teve alterações positivas no desempenho, comparativamente ao repertório
prévio avaliado. Considerando o pequeno tempo de treino (máximo de 13 horas e 35
minutos) e de sessões (máximo de 21 sessões) a que os participantes se submeteram
durante o procedimento de ensino e os desempenhos apresentados e levando em conta o
baixíssimo repertório inicial de leitura, conclui-se que é possível pautar-se na
equivalência de estímulos para o ensino de leitura e que a utilização do software
Mestre® mostrou-se uma ferramenta valiosa para o ensino e aperfeiçoamento da leitura
em pessoas com Síndrome de Down
|
160 |
Desenvolvimento de um ambiente virtual de aprendizagem sobre gerenciamento em eventos adversos nos serviços de enfermagem / Development of a learning virtual environment on management in adverse events in nursing servicesXelegati, Rosicler 09 August 2010 (has links)
A busca do conhecimento para melhoria da assistência de enfermagem nos serviços de saúde faz-se rotineiramente e a adoção de novas tecnologias educacionais vem colaborar, de forma relevante, para educação permanente dos profissionais. Inúmeros assuntos pertinentes ao cuidado podem ser aprendidos e discutidos em ambientes virtuais, como, por exemplo, os eventos adversos. O presente estudo teve como objetivo desenvolver um ambiente virtual de aprendizagem (AVA) sobre gerenciamento em eventos adversos para educação permanente de enfermeiros, abordando as temáticas: úlcera por pressão, erros de medicação, flebite, queda e perda de sonda nasogastroenteral. O referencial pedagógico foi fundamentado nos estudos de Gagné (1980) que considera que o processo de aprendizagem é baseado na teoria de processamento de informação e constitui-se em oito fases (fase de motivação, de apreensão, de aquisição, de retenção, de rememoração, de generalização, de desempenho e de feedback). A metodologia, uma pesquisa aplicada, utilizou o Modelo de desenvolvimento de programas de Instrução Auxiliada pelo Computador (Computer Assisted Instruction - CAI) proposto por Price (1991), composto de três estágios: 1. planejamento inicial; 2. planejamento e desenvolvimento do conteúdo instrucional; 3. avaliação e revisão. No estágio 1 foi caracterizado o público alvo, escolhido o tema abordado, bem como definidos os objetivos educacionais, os recursos disponíveis, o design instrucional e as técnicas de modelagem. O desenvolvimento do conteúdo (estágio 2) foi realizado em Módulos, estes constituídos das seguintes estruturas: Identificação do Módulo, Objetivos de Aprendizagem, Conteúdos, Exercícios, Referências e Textos de Apoio. A avaliação técnica e revisão do conteúdo inserido no AVA desenvolvido (estágio 3) será realizado por especialistas da área de informática e enfermagem em estudo futuro. O AVA foi desenvolvido na linguagem HTML (Hyper Text Makep Language) utilizando o programa Microsoft Office Word 2003®. Os exercícios de avaliação inseridos em cada módulo foram criados pela autora deste estudo com a utilização do programa Hot Potatoes versão 6.0 para Windows. Conclui-se que a metodologia adotada na construção do AVA foi adequada para o alcance do objetivo proposto. Como metas futuras, a autora desse estudo avaliará o produto desenvolvido e verificará a possibilidade de seu uso nos serviços de enfermagem, contribuindo com a educação permanente dos enfermeiros. O AVA sobre gerenciamento em eventos adversos nos serviços de enfermagem está disponível para acesso no endereço eletrônico: <http://www.eerp.usp.br/nepien/eventosadversos>. / The search for knowledge to improve nursing care in health services occurs on a routinely basis and the adoption of new educational technologies collaborates, in a relevant way, for professionals\' permanent education. Countless subjects pertaining to care can be learned and discussed in virtual environments, such as adverse events. The present study aimed to develop a virtual learning environment (VLE) on management in adverse events for nurses\' permanent education, addressing the themes: pressure ulcer, medication errors, phlebitis, fall and loss of nasogastroenteral feeding. The pedagogical framework was grounded in Gagné\'s (1980) studies, which considers that the learning process is based on the theory of information processing and consists of eight phases (phase of motivation, apprehension, acquisition, retention, remembering, generalization, performance and feedback). This applied research used the Model of development of Computer Assisted Instruction (CAI) programs proposed by Price (1991), consisting of three stages: 1. initial planning; 2. planning and development of instruction content; 3. assessment and review. At stage 1, target public was characterized, theme approached was chosen, and the educational objects, available resources, instructional design and modeling techniques were defined. The content development (stage 2) was carried out in Modules, comprised of the following structures: Identification of the Module, Learning objectives, Contents, Exercises, References and Support Texts. The technical assessment and review of the content inserted in the developed virtual learning environment (stage 3) will be carried out by informatics and nursing experts in a future study. The VLE was developed in HTML (Hypertext Makeup Language) using the program Microsoft Office Word 2003®. The evaluation exercises inserted in each module were created by the study author using the program Hot Potatoes version 6.0 for Windows. It is concluded that the methodology used in the construction of the VLE was appropriate for achieving the proposed objectives. As future aims, the author will assess the developed product and verify the possibility of using it in nursing services, contributing for nurses\' permanent education. The VLE on management in adverse events in nursing services is available at the URL: <http://www.eerp.usp.br/nepien/eventosadversos>.
|
Page generated in 0.1171 seconds