The use of technology-supported teaching and learning in higher education has moved from a position of peripheral interest a few years ago to become a fundamental ingredient in the experience of many if not most students today. A major part of that change has been wrought by the widespread introduction and use of ‘virtual learning environments’ (VLEs). A defining characteristic of VLEs is that they combine a variety of tools and resources into a single integrated system. To use a VLE is not just to employ a single intervention but to change the very fabric of the students’ experience of study and the university. Despite this, much of the literature on VLEs has concentrated on producing typologies by listing and comparing system functions, describing small scale and short duration applications or providing speculative theories and predictions. Little attention has so far been paid to analysing what effects a VLE’s use has on the participants and the context of use, particularly across a large group of users and over a substantial period of time. This work presents the evaluation of a VLE developed and used to support undergraduate medical education at the University of Edinburgh since 1999. This system is called ‘EEMeC’ and was developed specifically within and in support of its context of use. EEMeC provides a large number of features and functions to many different kinds of user, it has evolved continuously since it was introduced and it has had a significant impact on teaching and learning in the undergraduate medical degree programme (MBChB). In such circumstances evaluation methodologies that depend on controls and single variables are nether applicable or practical. In order to approach the task of evaluating such a complex entity a multi-modal evaluation framework has been developed based on taking a series of metaphor-informed perspectives derived from the organisational theories of Gareth Morgan(Morgan 1997). The framework takes seven approaches to evaluation of EEMeC covering a range of quantitative and qualitative methodologies. These are combined in a dialectical analysis of EEMeC from these different evaluation perspectives. This work provides a detailed and multi-faceted account of a VLE-in-use and the ways in which it interacts with its user community in its context of use. Furthermore, the method of taking different metaphor-based evaluation perspectives of a complex problem space is presented as a viable approach for studying and evaluating similar learning support systems. The evaluation framework that has been developed would be particularly useful to those practitioners who have a pressing and practical need for meaningful evaluation techniques to inform and shape how complex systems such as VLEs are deployed and used. As such, this work can provide insights not just into EEMeC, but into the way VLEs are changing the environments and contexts in which they are used across the tertiary sector as a whole.

A new spatially telescoping approach was proposed to improve measurement flexibility and account for hydrologic scale in field studies of groundwater-surface water (GW-SW) interaction. We applied this spatially telescoping approach in a study GW-SW interactions along Lucile Creek, Alaska. Catchment-scale data were used to screen areas of potentially significant GW-SW exchange, indicating groundwater contribution from a deeper regional aquifer along the middle to lower reaches of the stream. This initial assessment was tested using reach-scale estimates of groundwater contribution during base flow conditions. The reach-scale measurements indicated a large increase in discharge along the middle reaches of the stream accompanied by a shift in chemical composition towards a regional groundwater end member. Point measurements of vertical water fluxes were used to evaluate spatial and temporal variability of GW-SW exchange within representative reaches. The spatially telescoping approach identified locations of GW-SW exchange and improved interpretation of reach-scale and point-scale measurements.

Riparian Zones are considered biodiversity and ecosystem services hotspots. In arid environments, these ecosystems represent key habitats, since water availability makes them unique in terms of fauna, flora and ecological processes. Simple yet powerful remote sensing techniques were used to assess how spatial and temporal land cover dynamics, and water depth reflect distribution of key land cover types in riparian areas. Our study area includes the San Miguel and Zanjon rivers in Northwest Mexico. We used a supervised classification and regression tree (CART) algorithm to produce thematic classifications (with accuracies higher than 78%) for 1993, 2002 and 2011 using Landsat TM scenes. Our results suggest a decline in agriculture (32.5% area decrease) and cultivated grasslands (21.1% area decrease) from 1993 to 2011 in the study area. We found constant fluctuation between adjacent land cover classes and riparian habitat. We also found that water depth restricts Riparian Vegetation distribution but not agricultural lands or induced grasslands. Using remote sensing combined with spatial analysis, we were able to reach a better understanding of how riparian habitats are being modified in arid environments and how they have changed through time.

This research was a triangulated study of student attitudes towards instructors' rapport-building traits and their preferences amongst instructors' rapport-building practices in online learning environments. Participants were undergraduate and graduate students enrolled in courses within an educational technology program at a central Texas university. The study employed a mixed-methods approach involving the Likert-item assessment of learners' attitudes, the identification and prioritization of learner preferences through pairwise comparisons, and semi-structured interviews that provided richer, more detailed information. Findings indicated a strong preference for instructor-based traits and practices over pedagogically-based ones. These traits and practices loaded into the components of social presence, enjoyable interaction, and personal connection.

"Think-Assess-Design" is a model for guiding traditional organizations through the steps necessary to redesign themselves into a more empowered, team-based work environment. Three broad steps—think, assess, and design—provided the framework for organizational change in this case study.

Richmond, Virginia has, through recent design proposals and projects, sought reconciliation with the countries in West Africa that were once the source for slave trade in which the city was such an active participant. These admirable works address the nations’ shared history, perhaps at the expense of understanding modern cultures. This thesis seeks to create this understanding through the development of an educational facility that would interact with Richmond’s current landscape. In pursuit of respectful relationship, I address the ways in which design can authentically teach about place. The study begins with the creation of a personal understanding of site through diagrammatic analysis. The research continues with case studies that relate to either the context, program or process of this project. The concepts this research generated led to a proposed design solution for the Southern Railway Freight building in Richmond’s Shockhoe Slip. Both design processes and the proposed solution are documented herein.

One of the most exciting aspects of traveling is the ability to, for a short time, experience what life is like in a different part of the world. Whether traveling fifty miles away from home or to another continent, cultures, landscapes, and the many nuances of day-to-day life change. The beauty of travel comes from curiosity, exploration, and discovery. It’s that moment when your heart skips a beat and your mind fills with pure delight because you’ve just discovered something new about the world that you never knew before. Another part of the traveling experience is having a place to stay at night. While there are many options, over the past decade, the boutique hotel has grown in popularity. Boutique hotels are known for being small and they distinguish themselves as luxurious and unique in addition to providing premium services and amenities for their guests. This thesis begs the question; can design be used in such a way that an establishment, such as a boutique hotel, can begin to signify more than just a collection decorated rooms so that it contributes to the story being told with respect to place? Through research and personal experience I have found that most small hotels that fit the definition of a boutique hotel do not market themselves as such while large, chain hotels that do not fit the same definition, do. This can be misleading. Many boutique hotels can offer a unique experience for their guests by differentiating room decor so that every room is different or by creating an elegant and intimate lobby or dining experience, however, none have demonstrated a direct connection between the hotel and the context in which it resides. The Power Plant at Lucky Strike, located at 2700 East Cary Street, will serve as the building for this project. The building was originally constructed in 1930 for the purpose of providing power to the neighboring Lucky Strike building which was used as a cigarette factory. The building is in a prime location and situated at the end of the historic and popular Shockoe Bottom strip with Church Hill to the north and the James River just south. With the building’s original shell still intact, my goal is to create a hotel experience that is unique in the sense that it too, will help to continue to tell Richmond’s story.

The growing popularity of online virtual communities such as Second Life and ActiveWorlds demands the presence of intelligent agents to assist users in their daily online activities (e.g., exploring, shopping, and socializing). As these virtual environments become more crowded, multiple agents are needed to support the increasing number of users. Multi-agent environments, however, can suffer from the problem of resource competition among agents. It is therefore necessary that agents within multi-agent environments include a coordination mechanism to prevent unrealistic behaviors. Moreover, it is essential that these agents exhibit some form of intelligence, or the ability to learn, to support realism as well as to eliminate the need for developers to write separate scripts for each task the agents are required to perform. This research presents a coordinated reinforcement learning framework which can be used to develop task-oriented intelligent agents in multi-agent virtual environments. The framework contains a combination of a "next available agent" coordination model and a reinforcement learning model consisting of existing temporal difference reinforcement learning algorithms. Furthermore, the framework supports evaluations of reinforcement learning algorithms to determine which methods are best suited for task-oriented intelligent agents in dynamic, multi-agent virtual environments. To assess the effectiveness of the temporal difference reinforcement algorithms used in this study (Q-learning and Sarsa), experiments were conducted that measured an agent's ability to learn three tasks commonly performed by workers in a café environment. These tasks were basic sandwich making (BSM), complex sandwich making (CSM), and dynamic sandwich making (DSM). The BSM task consisted of four steps. The CSM and DSM tasks contained an additional fifth step. The agent learned the BSM and CSM tasks from scratch while the DSM task was learned after the agent became skillful in BSM. The measurements used to evaluate the efficiency of the Q-learning and Sarsa algorithms were the percentage of successful and optimally successful episodes performed by the agent and the average number of time steps taken by the agent to complete a successful episode. The experiments were run using both a fixed (FEP) and variable (VEP) ε-greedy probability rate. Results showed that the Sarsa reinforcement learning algorithm, on average, outperformed the Q-learning algorithm in almost all experiments except when measuring the percentage of successfully completed episodes using FEP for CSM and DSM, in which Sarsa performed almost equally as well as Q-learning. Overall, experiments utilizing VEP resulted in higher percentages of successes and optimal successes, and showed convergence to the optimal policy when measuring the average number of time steps per successful episode.

For both the CAVETM and the adaptable technology possessed by the University of New Orleans, crystal eye glasses are used to produce a stereoscopic view, and an ascension flock of birds tracking system is employed for tracking of the user's head position and position of a wand in 3D space. It is argued that with these immersive technologies along the use of gestures and hand movements should provide a more natural interface with the immersive virtual environment. This allows a more rapid and efficient set of actions to recognize geometry, interaction with a spatial environment, the ability to find errors, or navigate through an environment. The wand interface is used to provide an improved means of interaction. This study quantitatively measures the differences in interaction when compared with traditional human computer interfaces. This work uses competitive usability in four different Benchmarks: 1) navigation, 2) error detection/correction, 3) spatial awareness, and 4) a “shopping list” of error identifications. This work expands on [Butler & Satter's, 2005] work by conducting tests in the CAVETM system, rather than principally employing workbench technology. During testing, the testers are given some time to “play around” with the CAVETM environment for familiarity before undertaking a specific exercise. The testers are then instructed regarding tasks to be completed, and are asked to work quickly without sacrificing accuracy. The research team timed each task, counted errors, and recorded activity on evaluation sheets for each Benchmark test. At the completion of the testing scenarios involving Benchmarks 1, 2, 3, or 4, the subjects were given a survey document and asked to respond by checking boxes to communicate their subjective opinions.

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / The objective of the research is to understand the learning affordances offered at Insure Company, a large financial sector institution in South Africa and to explore how employees exercise their agency in responding to these opportunities for learning. The study draws on the concept of co-participation (Billett, 2004: 03) to explore how learning at work is shaped through learning affordances in the workplace on the one hand and engagement with these learning affordances on the other. Drawing on data gathered through interviews and analysis of company policies, this case study discusses how employees learn to perform their roles competently, how they access guidance and support from peers and more experienced colleagues and how they respond to these opportunities for learning. It also discusses the factors which enable or constrain their learning and agency. The research confirms that negative perceptions of workplace learning - as informal, unplanned, unstructured, limited to particular contexts and not transferable - are inaccurate. It supports the argument that there should be a clear understanding about how learning proceeds in workplaces and how best that learning should be organised. It is hoped that this case study makes a useful contribution towards developing such an understanding.