ITC/USA 2009 Conference Proceedings / The Forty-Fifth Annual International Telemetering Conference and Technical Exhibition / October 26-29, 2009 / Riviera Hotel & Convention Center, Las Vegas, Nevada / Several navigation technologies exist, which can facilitate the generation of Time Space Positioning Information (TSPI) in urban environments. These include GPS, image-based localization, radio-based localization and dead reckoning. This paper first presents a basic overview of these techniques including advantages and limitations of each. We present an approach to localization in urban environments, based on environment learning and collaborative navigation using multiple homogeneous and non-homogeneous localization technologies, fused to form a multi-sensor system.

This study focuses on the computer laboratory class as a learning environment in university courses. It involved the development and validation of two instruments, the Computer Laboratory Environment Inventory (CLEI) and the Attitude towards Computing and Computing Courses Questionnaire (ACCC). The CLEI has five scales for measuring students' perceptions of aspects of their laboratory environment. These are Student Cohesiveness, Open-Endedness, Integration, Technology Adequacy and Laboratory Availability. The ACCC has four scales, Anxiety, Enjoyment, Usefulness of Computers and Usefulness of the Course. The instruments were administered at three universities, one in Australia, one in England and one in the United States. The classes surveyed included those in which the development of software was the focus of study, such as Information Systems and Computer Science, and others in which the computer was used as a tool. With the exception of Laboratory Availability, all the environment variables were found to correlate significantly with all attitudinal variables. The only environment variable with significant association with achievement was Student Cohesiveness. However, the results showed that there were significant associations between the attitudinal variables, Anxiety, Enjoyment and Usefulness of the Course and achievement. Regression analysis supported the findings that the environment variables made a significant contribution to the attitudinal variables, and these in turn made a significant contribution to achievement. Further analysis using structural equation modelling suggests that computer laboratory environment affects achievement indirectly by directly affecting students' attitudes towards computers but even more so their attitude towards the course.The significance of this study is, that it is one of the first that has investigated the effectiveness of ++ / computer laboratory classes in a university setting in which the computer is central to the discipline being studied. The results demonstrate the importance of the laboratory environment in those courses in which the computer plays a major role. The CLEI will prove useful in the design and implementation of the laboratory component of a course and in the formative evaluation of such a course.

Thesis (Ph. D.)--University of Hong Kong, 1995. / Photocopy of the original. Includes bibliographical references (leaf 226-253).

Thesis (M.A.) - Simon Fraser University, 2006. / Theses (Faculty of Education) / Simon Fraser University.

Thesis (Ed. D.)--Illinois State University, 2004. / Title from title page screen, viewed March 21, 2005. Dissertation Committee: Paul Baker (chair), Mary O'Brian, Lucille Eckrich, Joseph Pacha. Includes bibliographical references (leaves 157-161) and abstract. Also available in print.

Thesis (M.S.)--Eastern Illinois University, 2010. / Includes bibliographical references (leaves 104-108).

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 116-119).

Submitted by Alisson Mota (alisson.davidbeckam@gmail.com) on 2015-06-22T21:00:38Z No. of bitstreams: 1 Dissertação - Maria Lélia da silva Torquato Costa.pdf: 890881 bytes, checksum: 83f95034982a0c4bbf6876c4c1a2e815 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-29T21:38:51Z (GMT) No. of bitstreams: 1 Dissertação - Maria Lélia da silva Torquato Costa.pdf: 890881 bytes, checksum: 83f95034982a0c4bbf6876c4c1a2e815 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-29T21:46:34Z (GMT) No. of bitstreams: 1 Dissertação - Maria Lélia da silva Torquato Costa.pdf: 890881 bytes, checksum: 83f95034982a0c4bbf6876c4c1a2e815 (MD5) / Made available in DSpace on 2015-06-29T21:46:34Z (GMT). No. of bitstreams: 1 Dissertação - Maria Lélia da silva Torquato Costa.pdf: 890881 bytes, checksum: 83f95034982a0c4bbf6876c4c1a2e815 (MD5) Previous issue date: 2008-09-26 / This study has as objective investigates as the subje ct of the learning they build concepts and discovery processes in moderated learning atmosphere for the advanced technology of digital communication, tends for empiric field the pedagogic actions developed in the project “Technology, work and education in net of social and digital inclusion” of the Federal University of Amazon. The research uses an approach of qualitative cut of the research in education. The used technique was the focal group. We used the tools participant observation, glimpsed, questionna ire and discussion forum for collection, registration and analyze of the data. They were interviewed the teacher that worked in the project and thirteen students of the group. Some obtained results signal, for the learning colaborativa as the most appropri ate for the construction of the knowledge in moderated learning atmosphere for the World Net of Computers, the Internet. The work approached Moodle, used in the course “Introduction to the work and digital inclusion”, as well as the construction of the moderated knowledge for a Virtual Atmosphere of Learning, customizado in Moodle. / Este estudo tem por objetivo investigar de que forma os sujeitos da aprendizagem constroem conceitos e processos de conhecimento em ambiente de aprendizagem mediado pela tecnologia avançada de comunicação digital, tendo por campo empírico as ações pedagógicas desenvolvidas no projeto “Tecnologia, trabalho e educação em rede de inclusão social e digital” da Universidade Federal do Amazonas. A pesquisa utiliza uma abordagem de corte qualitativo da pesquisa em educação. A técnica utilizada foi o grupo focal. Empregamos as ferramentas observação, entrevista, questionário e fórum de discussão para coleta, registro e analise dos dados. Foram entrevistadas a professora que trabalhou no projeto e dezesseis estudantes da turma. Alguns resultados obtidos sinalizam, para a aprendizagem colaborativa como a mais apropriada para a construção do conhecimento em ambiente de aprendizagem mediado pela Rede Mundial de Computadores, a Internet. O trabalho abordou o Moodle, utilizado no curso “Introdução ao trabalho e inclusão digital”, bem como a construção do conhecimento mediado por um Ambiente Virtual de Aprendizagem, customizado no Moodle.

Thesis (Ph.D.) -- University of Western Sydney, 2003. / "A thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy" Bibliography : leaves 314-323.

Made available in DSpace on 2018-06-27T19:13:08Z (GMT). No. of bitstreams: 2 Leticia Menezes Panciera.pdf: 1969919 bytes, checksum: 271906ee2d17db7e0d6b4d52c198bf42 (MD5) Leticia Menezes Panciera.pdf.jpg: 3473 bytes, checksum: cf59bc6b6902eab4a32c221b05d86ae5 (MD5) Previous issue date: 2007-11-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work is the result of a study involving the Ethnomathematics approach, which was used to analyse the values of experiences of students in the fifth grade of Youth and Adult Education (EJA), a state school in the central part of Rio Grande do Sul in the south of Brazil. The aim of this work was to a) develop, review and interpret the interrelation of mathematical concepts with classroom learning and other activities b) raise issues of student behaviour and daily experience through the application of different mathematical skills and professional practices, to establish a link with learning based on scientific knowledge. The methodological process consisted of a theoretical review, questionnaire, participative observation and semistructured interviews with our students. These procedures were key to a review of the development of the pedagogical experience developed in this context. The findings show that mathematical knowledge from a cognitive point of view, as related to the know-how of a professional group, promotes the student as an individual and enhances cultural values. The results confirm that it is possible to relate mathematical knowledge, within the context of a social group, to the understanding and explanation of quantitative and qualitative relations. Ethnomathematics, owing to its multiple applications, can contribute to relevant learning and evolving pedagogical practice. Through our experience, as a teacher and researcher with EJA, we managed to enhance our practice in various situations encountered during the study. / Este trabalho é resultado de um estudo que envolveu um relato de experiência com o emprego da abordagem Etnomatemática. A temática centrou-se nos valores das práticas vivenciadas pelos alunos da etapa cinco da Educação de Jovens e Adultos (EJA), de uma escola estadual, da região central do Rio Grande do Sul. O objetivo neste foi desenvolver, analisar e interpretar a inter-relação dos conceitos matemáticos, trabalhados em sala de aula e aprendidos pelos alunos, a partir das diferentes situações vivenciadas por esses jovens adultos em seus ambientes de trabalho e de seus interesses. Neste estudo, trazemos as questões dos afazeres e da vivência cotidiana em geral para sala de aula, envolvendo os diferentes saberes matemáticos e valores profissionais construídos por esses alunos, enquanto trabalhadores, a fim de estabelecer a conexão com o conhecimento matemático construído e elaborado pela base científica. O processo metodológico caracterizou-se pela análise teórica, questionário, observação participante e pela entrevista semi-estruturada com os alunos. Esses procedimentos foram significativos para a análise do desenvolvimento da experiência pedagógica desenvolvida neste contexto. As evidências registradas revelam que o conhecimento matemático do ponto de vista cognitivo, quando conectado com o saber fazer de um grupo profissional, valoriza o aluno como sujeito e acrescenta-lhe valores culturais. Os resultados confirmaram que é possível relacionar o conhecimento matemático, construído no contexto do saber da experiência de um grupo social, ao modo de compreender e explicar as relações quanti-qualitativas. A Etnomatemática, por meio de suas múltiplas possibilidades, pode contribuir para a construção de uma aprendizagem significativa e uma prática pedagógica transformadora. Para a nossa experiência, como professora e pesquisadora da EJA, foi possível fortalecer a nossa prática, a partir de várias situações vivenciadas durante as experiências realizadas nesse contexto.