Kursutvärderingar kan ge svar på många frågor, och leda till ett väl motiverat förbättrings- och utvecklingsarbete. De kan även vara mycket svåra att genomföra. Forskning visar att utvärderingar ofta saknar tydliga mål, vilket leder till att resultaten blir svåra att använda. I detta examensarbete diskuteras kursutvärderingarna på företaget Kärnkraftsäkerhet och Utbildning. Målet är att arbetet ska leda till elevenkäter och undersökningsresultat som kan bidra till utvecklingen av kurserna vid Kärnkraftsäkerhet och Utbildning i Barsebäck. Arbetet med att skapa elevenkäterna beskrivs, och syftet bakom den nya utvärderingsmodell som enkäten är en del av undersöks.Genom intervjuer har information om avdelningens kurser, samt önskemål kring innehållet i enkäterna, samlats in. Informationen har sedan använts för att skapa relevanta enkätfrågor. Företagets utvärderingsansvariga har gett en inblick i bakgrunden till, och målen med utvärderingen. Arbetet resulterade i enkäter som ska användas för kvalitetsutveckling av kurserna vid Barsebäck. Slutsatser kunde även dras kring företagets syfte med den nya utvärderingen, samt hur synen på enkäten skiljer sig mellan de ansvariga på huvudkontoret och de kursansvariga i Barsebäck. / Course evaluations can provide answers to many different questions, and lead to informed decisions regarding the development and improvement of education. They can also be very difficult to perform. Research shows that evaluations often lack clear goals, and therefore lead to inapplicable results. In this thesis we discuss the course evaluations at Kärnkraftsäkerhet och Utbildning. We aim to produce questionnaires and findings that can be used to improve the courses at Kärnkraftsäkerhet och Utbildning in Barsebäck, Sweden. We describe the process of creating the questionnaires, and examine the purpose of the company’s new evaluation model, of which the questionnaires are an important part.Information about the courses at Barsebäck, and requests about the content of the questionnaires have been acquired through interviews. The information has been used to create relevant questions for the questionnaires. The people responsible for the evaluation have given us an understanding of its background and purpose. Questionnaires were created, that will be used to improve the quality of the courses at Barsebäck. Conclusions were made concerning the purpose of the new evaluation process, and how the view of the questionnaires differ between the people responsible and the course administrators at Barsebäck.Keywords: Course

Chaträume werden häufig zur Kommunikation wie zum Austausch von Informationen oder zur Diskussion genutzt. Da liegt es nahe, den beliebten Kommunikationsraum zudem für den Unterricht und für Beratungssitzungen zur Prüfungsvorbereitung heranzuziehen. Im Rahmen der Studiengänge Bachelor Technikkommunikation und Magister im Kombinationsprofil Technikkommunikation sowie Angewandte Sprachwissenschaft im Nebenfach an der Technischen Universität Chemnitz fanden vom Wintersemester 2009/2010 bis zum Sommersemester 2012 via Chat 13 Lehrveranstaltungs- und 5 Beratungssitzungen zur mündlichen und schriftlichen Magisterprüfungsvorbereitung statt. Die positiven wie negativen Eindrücke und Bewertungen aus der Perspektive der Studierenden wurden über einen Fragebogen ermittelt. Dieser enthält offene Fragen, die die Studierenden mit eigenständig verfassten Texten beantworteten. Außerdem wird die Sicht der Lehrenden dargelegt. Die Beschreibungen der Ergebnisse erfolgen als Framestrukturen. / Chat rooms are frequently used for communication, exchange of information or discussions. Thus it is obvious to employ this popular communication room in tuition and consultation meetings for examination preparation as well. Between the winter term 2009/2010 and the summer term 2012, 13 chat teaching sessions were conducted as part of the Bachelor’s and Magister’s course in Communication on Technology and the Magister degree program in Applied Linguistics at Chemnitz University of Technology. 5 consultation meetings via chat were conducted to prepare written and oral Magister’s examinations. Positive and negative impressions and evaluations from the students’ perspective were gathered by means of a questionnaire. This includes open questions which were answered in the form of texts written by the students themselves. Moreover the tutor’s view is presented. The results are described as frame structures.

In this study, the transfer of learning criteria that can be implemented before, during and after a learning programme was investigated. The transfer of learning criteria was identified, after which the Station Management Learning Programme was evaluated to see whether transfer of learning criteria was used during the facilitation of the programme. The study population for the research was comprised of facilitators and station commanders, who facilitated and attended the Station Management Learning Programme in Gauteng as part of their development as Station Commanders. The study methodology involved qualitative and quantitative approaches to data collection, with questionnaires and one-on-one interviews. Descriptive statistics were produced and literature, questionnaires and interviews were examined to establish whether transfer of learning took place. The findings of the study reflect that various learning transfer strategies exist and that these can be used to transfer learning from the classroom to the work environment. The study concludes that a significant number of transfer of learning strategies are already implemented in the South African Police Service, in the presentation of the Station Management Learning Programme. / Adult Basic Education (ABET) / M. Ed. (Adult Education)

本研究的目的在建構具備智慧型媒體特性之網路教學系統以增進網路學習的效果，特別是如何輔助學習者理解空間關係，以增進對空間幾何座標轉換的學習成效。電腦運算能力的增進使其成為極具潛力的教育媒體。基於教學及教育媒體的理論，本研究倡議在典型的網路教學中加入「智慧型媒體」的考量與設計以增進學習成效。智慧型媒體包括了兩個面向的考量，我們稱之為「媒體與方法」的考量 (Media and Method concern)。從媒體的角度來考量，電腦多媒體的使用應以能增進學習效果為原則，從「認知媒體」(Cognitive Media)的角度出發來設計網路教學的媒體呈現方式，媒體的目的在於清楚地傳達領域之知識給學習者。而從方法的角度來考量，應考慮如何運用電腦運算的特性以實現其他教育媒體裝置不能實現的教學策略及方法，例如互動式及適性化的教學。接續過去「智慧型教學系統」(Intelligent Tutoring System)及「適性化超媒體」(Adaptive Hypermedia) 的研究，本研究提出一套適性化的機制，將一般適性化系統中課程排序(adaptive course sequencing)的機制明確分離為「學習概念排序」及「教材選擇」兩個部分，達到更佳的抽象化及運用教學策略上的彈性。 本研究以「空間座標轉換」做為領域知識，基於「媒體與方法」的考量，設計了稱為CooTutor (Coordinate Tutor)的網路教學系統來輔助空間座標轉換的學習。運用了電腦動畫技術，這個系統使用互動式三維媒體(Interactive 3D Media)清楚有效地傳達領域知識。由於空間座標轉換的學習相信與學習者的空間能力(Spatial Ability)相關，本研究透過實驗來探討互動式三維媒體的使用與空間能力增進之間的關係。另外，我們也研究並評估如何將空間能力及學習風格(learning styles)等學習者個人特質作為適性化依據，以及如何設計相對應的適性化機制。 本研究的主要貢獻包括了 (1) 提出了使用智慧型媒體的概念，以「媒體與方法」的考量來討論網路教學的學習成效，及 (2) 提出一個創新及可行的架構將互動式三維媒體及適性化技術結合、運用於網路學習的學習模式上以輔助空間座標轉換的學習。 / The objective of this research is on developing a Web-based educational system with intelligent media to enhance learners’ learning effects, especially to facili-tate learners’ spatial reasoning on learning spatial geometry topics. The increas-ing computing power allows us to use computers as powerful educational media. Based on theories of pedagogy and educational media, we propose to integrate intelligent media into typical Web-based learning paradigm to improve learning. “Intelligent media” in this research refers to two aspects of considerations. They are media—cognitive media aspect and method—intelligent tutoring aspects. The consideration of cognitive media aims at offering learners the most ease-of-understand presentation of a particular domain. The consideration of in-telligent tutoring targets to offer learners personalized learning experience based on individuals’ learning needs. To achieve better abstraction and flexibility in the adaptive mechanism, we have chosen to separate the concept sequencing from the underlying task of selecting appropriate learning materials. By considering the characteristics of spatial geometry concepts, a Web-based learning environment called CooTutor (Coordinate Tutor) for learning spatial geometric transformation (SGT) is developed. Interactive 3D media is integrated into the system for delivering domain concepts effectively. Since the domain, spatial geometric transformation is evidently related to spatial ability (a group of human abilities about the use of space). This research attempts to address the relation between spatial ability and interactive 3D media via experimental evaluations. Moreover, learners’ latent traits, including spatial ability and learn-ing styles are considered to be used in adaptive material selection. The main contribution of this research would be (1) the conceptualization of in-telligent media and the M&M concern for effective Web-based learning, and (2) an innovative approach and tenable architecture of employing 3D computer graphics and adaptive technologies in Web-based learning context for SGT learning.

In recent years, the potential benefits of high-throughput virtual screening to the drug discovery community have been recognized, bringing an increase in the number of tools developed for this purpose. These programs have to process large quantities of data, searching for an optimal solution in a vast combinatorial range. This is particularly the case for protein-ligand docking, since proteins are sophisticated structures with complicated interactions for which either molecule might reshape itself. Even the very limited flexibility model to be considered here, using ligand conformation ensembles, requires six dimensions of exploration - three translations and three rotations - per rigid conformation. The functions for evaluating pose suitability can also be complex to calculate. Consequently, the programs being written for these biochemical simulations are extremely resource-intensive. This work introduces a pure computer science approach to the field, developing techniques to improve the effectiveness of such tools. Their architecture is generalized to an abstract pattern of nested layers for discussion, covering scoring functions, search methods, and screening overall. Based on this, new stratagems for molecular docking software design are described, including lazy or partial evaluation, geometric analysis, and parallel processing implementation. In addition, a range of novel algorithms are presented for applications such as active site detection with linear complexity (PIES) and small molecule shape description (PASTRY) for pre-alignment of ligands. The various stratagems are assessed individually and in combination, using several modified versions of an existing docking program, to demonstrate their benefit to virtual screening in practical contexts. In particular, the importance of appropriate precision in calculations is highlighted.

<p>Многе студије посвећене настави и&nbsp;<br />учењу органске хемије истичу<br />чињеницу да ученици средњошколског<br />узраста показују значајне тешкоће<br />током савладавања концепата из овог<br />домена. На основу тога, циљ овог<br />истраживања био је да се помогне<br />ученицима у превазилажењу тих<br />тешкоћа, применом системичких<br />задатака (СЗ) као инструкционог<br />метода.<br />У истраживању су учествовали<br />ученици III разреда гиманзије &bdquo;Јован<br />Јовановић Змај&rdquo;&nbsp; из Новог&nbsp; Сада, а<br />истраживање је спроведено током<br />школске 2012/13. године. За потребе<br />истраживања конструисани су тестови<br />знања који су садржали два основна<br />типа задатака: конвенционалне,<br />линеарне задатке (ЛЗ) и системичке<br />задатке (СЗ).&nbsp; Поред тестова знања<br />примењена је и седмостепена<br />Ликертова скала за&nbsp; самопроцену<br />уложеног менталног напора.<br />Резултати истраживања су показали да<br />ученици&nbsp; обучавани системичким<br />приступом&nbsp; (експериментална група),<br />остварују&nbsp; боља&nbsp; постигнућа на<br />финалном тесту знања (како у ЛЗ, тако<br />и у СЗ) од ученика контролне групе,<br />који су обучавани применом<br />традиционалног приступа.&nbsp; Виша<br />постигнућа&nbsp; ученика експерименталне<br />групе праћена су&nbsp; нижим&nbsp; нивоима<br />уложеног менталног напора, у односу<br />на ученике контролне групе.<br />Испитана веза&nbsp; између постигнућа и<br />менталног напора&nbsp; резултовала је<br />високом релативном ефикасношћу за<br />инструкциони метод заснован на<br />примени СЗ, и ниском релативном<br />ефикасношћу за традиционални<br />приступ. При томе је установљено да је<br />инструкциони метод примењен у<br />експерименталној групи више погодан<br />за испитанике женског пола, него за<br />испитанике мушког пола.&nbsp; Са друге<br />стране, традиционална настава је била<br />једнако неповољна за испитанике оба<br />пола.<br />Надаље, након примене експлораторне<br />факторске анализе, СЗ су<br />окарактерисани као&nbsp; валидни и<br />релијабилни&nbsp; алати за процену<br />ученичког смисленог разумевања.<br />Поред СЗ, конвенционални есејски<br />задаци, као и задаци допуњавања са<br />више од два захтева такође су се<br />показали ефикасним за процену<br />ученичког смисленог разумевања.<br />На крају&nbsp; овог&nbsp; истраживања,&nbsp; СЗ су<br />окарактерисани као алати који<br />ефикасно процењују нивое ученичког<br />системског мишљења. У овом делу<br />истраживања је потврђено да су управо<br />испитаници женског пола у оквиру<br />експерименталне групе достигли<br />највиши&nbsp; очекивани&nbsp; ниво системског<br />мишљења&nbsp; &ndash;&nbsp; ниво комплексног<br />повезивања концепата у домену<br />органске хемије.</p> / <p>Mnoge studije posvećene nastavi i&nbsp;<br />učenju organske hemije ističu<br />činjenicu da učenici srednjoškolskog<br />uzrasta pokazuju značajne teškoće<br />tokom savladavanja koncepata iz ovog<br />domena. Na osnovu toga, cilj ovog<br />istraživanja bio je da se pomogne<br />učenicima u prevazilaženju tih<br />teškoća, primenom sistemičkih<br />zadataka (SZ) kao instrukcionog<br />metoda.<br />U istraživanju su učestvovali<br />učenici III razreda gimanzije &bdquo;Jovan<br />Jovanović Zmaj&rdquo;&nbsp; iz Novog&nbsp; Sada, a<br />istraživanje je sprovedeno tokom<br />školske 2012/13. godine. Za potrebe<br />istraživanja konstruisani su testovi<br />znanja koji su sadržali dva osnovna<br />tipa zadataka: konvencionalne,<br />linearne zadatke (LZ) i sistemičke<br />zadatke (SZ).&nbsp; Pored testova znanja<br />primenjena je i sedmostepena<br />Likertova skala za&nbsp; samoprocenu<br />uloženog mentalnog napora.<br />Rezultati istraživanja su pokazali da<br />učenici&nbsp; obučavani sistemičkim<br />pristupom&nbsp; (eksperimentalna grupa),<br />ostvaruju&nbsp; bolja&nbsp; postignuća na<br />finalnom testu znanja (kako u LZ, tako<br />i u SZ) od učenika kontrolne grupe,<br />koji su obučavani primenom<br />tradicionalnog pristupa.&nbsp; Viša<br />postignuća&nbsp; učenika eksperimentalne<br />grupe praćena su&nbsp; nižim&nbsp; nivoima<br />uloženog mentalnog napora, u odnosu<br />na učenike kontrolne grupe.<br />Ispitana veza&nbsp; između postignuća i<br />mentalnog napora&nbsp; rezultovala je<br />visokom relativnom efikasnošću za<br />instrukcioni metod zasnovan na<br />primeni SZ, i niskom relativnom<br />efikasnošću za tradicionalni<br />pristup. Pri tome je ustanovljeno da je<br />instrukcioni metod primenjen u<br />eksperimentalnoj grupi više pogodan<br />za ispitanike ženskog pola, nego za<br />ispitanike muškog pola.&nbsp; Sa druge<br />strane, tradicionalna nastava je bila<br />jednako nepovoljna za ispitanike oba<br />pola.<br />Nadalje, nakon primene eksploratorne<br />faktorske analize, SZ su<br />okarakterisani kao&nbsp; validni i<br />relijabilni&nbsp; alati za procenu<br />učeničkog smislenog razumevanja.<br />Pored SZ, konvencionalni esejski<br />zadaci, kao i zadaci dopunjavanja sa<br />više od dva zahteva takođe su se<br />pokazali efikasnim za procenu<br />učeničkog smislenog razumevanja.<br />Na kraju&nbsp; ovog&nbsp; istraživanja,&nbsp; SZ su<br />okarakterisani kao alati koji<br />efikasno procenjuju nivoe učeničkog<br />sistemskog mišljenja. U ovom delu<br />istraživanja je potvrđeno da su upravo<br />ispitanici ženskog pola u okviru<br />eksperimentalne grupe dostigli<br />najviši&nbsp; očekivani&nbsp; nivo sistemskog<br />mišljenja&nbsp; &ndash;&nbsp; nivo kompleksnog<br />povezivanja koncepata u domenu<br />organske hemije.</p> / <p>Many studies dedicated to the teaching and<br />learning of organic chemistry courses have<br />emphasized that high school students have<br />shown significant difficulties in mastering the<br />concepts of this discipline. Therefore, the aim<br />of our study was to help students to overcome<br />these difficulties by applying systemic<br />questions (SQs) as the instructional method.<br />Тhis study included third grade students from<br />one high school (&bdquo;Jovan Jovanović Zmaj&rdquo;) in<br />Novi Sad, Serbia. The experiment was<br />conducted during the 2012/13. school year.<br />For the purpose of this research, knowledge<br />tests with conventional, linear questions (LQs)<br />and systemic questions (SQs) were<br />constructed. In addition to knowledge tests, the<br />seven-point Likert scale for measuring of<br />mental effort was applied.<br />This work shows that students from the group<br />exposed to the new teaching method<br />(application of SQs) achieved higher scores on<br />final testing than students from the control<br />group,&nbsp; who were taught by the traditional<br />method, when students&rsquo; achievements in LQs<br />and in SQs, were studied. These results were<br />followed by observation of lower levels of<br />mental effort by students from the<br />experimental&nbsp; group, and higher levels of<br />mental effort&nbsp; in the control group, invested<br />during solving both types of questions.<br />This correlation between achievement and<br />mental effort resulted in high instructional<br />efficiency for the applied method in the<br />experimental group, and low instructional<br />efficiency for&nbsp; the traditional teaching and<br />learning method applied in the control group.<br />In addition it was found that the application of<br />SQs was more suited to female students than<br />for male students in experimental group, while<br />traditional method was less effective for both<br />genders in control group.<br />Furthermore, after conducting an exploratory<br />factor analysis on the obtained data, SQs were<br />characterized as valid and reliable tools for<br />assessing students&rsquo; meaningful understanding.<br />Apart from&nbsp; this, essay questions and<br />completion type of questions with three or<br />more requests were found to be useful in<br />assessing students&rsquo; meaningful understanding.<br />At the end of this study, SQs were<br />characterized as effective tools for assessing<br />different levels of students&rsquo; systems thinking.<br />These results emphasized the fact that female<br />students from experimental group reached the<br />highest expacted level of systems thinking &ndash;<br />level of complex connection of concepts from<br />organic chemistry domain.</p>

In this study, the transfer of learning criteria that can be implemented before, during and after a learning programme was investigated. The transfer of learning criteria was identified, after which the Station Management Learning Programme was evaluated to see whether transfer of learning criteria was used during the facilitation of the programme. The study population for the research was comprised of facilitators and station commanders, who facilitated and attended the Station Management Learning Programme in Gauteng as part of their development as Station Commanders. The study methodology involved qualitative and quantitative approaches to data collection, with questionnaires and one-on-one interviews. Descriptive statistics were produced and literature, questionnaires and interviews were examined to establish whether transfer of learning took place. The findings of the study reflect that various learning transfer strategies exist and that these can be used to transfer learning from the classroom to the work environment. The study concludes that a significant number of transfer of learning strategies are already implemented in the South African Police Service, in the presentation of the Station Management Learning Programme. / Adult Basic Education (ABET) / M. Ed. (Adult Education)

This diploma work completely deals with problems of the evaluation by a teacher. In the introductory part there are described specifics of the school evaluation, its importance and sense. There is also mentioned a survey of many types, functions of the evaluation and methods, which are mostly being used for the pupils{\crq} evaluation at school. It also discusses an influence of the evaluation on the pupil. It summarizes principles and processes of the pupils{\crq} evaluation, which are established and obligatory for schools in the Czech Republic. It analyzes the problems of basic forms of the evaluation, which are mostly being used at our schools; those are the word evaluation and the classification by marks; and it also describes the portfolio that is a new alternative form of the evaluation. It concentrates on important aspects of pupil{\crq} evaluations, principles, those are important to know and they must be observed. It devotes to an importance of positive and negative evaluations and also to a smart question of the evaluation objectivity. It refers to mistakes which are important to avoid. It points out the importance of individual approach to pupils, especially to pupils with specific learning difficulties. It analyzes the evaluation problems of the pupils with learning disability and it refers to the mistakes that are necessary to remember in the evaluation of pupils with specific learning difficulties.

Die seit 2001 stattfindende Konferenz Mensch & Computer geht in diesem Jahr in ihre elfte Runde. Thema ist: überMEDIEN|ÜBERmorgen. Die Mensch & Computer lebt von den vielfältigen und spannenden Beiträgen, welche während der Veranstaltung präsentiert und diskutiert werden. Seit Beginn machen die durch die Community organisierten Workshops einen wesentlichen Teil der Konferenz aus. Dieser Workshopband enthält die Beiträge zu acht Workshops der Mensch & Computer sowie zu einem Workshop des Thementracks Entertainment Interfaces sowie Kurzbeschreibungen zweier weiterer Workshops der Mensch & Computer. Begreifbare Interaktion in gemischten Wirklichkeiten Interaktive Displays in der Kooperation – Herausforderung an Gestaltung und Praxis Motivation und kulturelle Barrieren bei der Wissensteilung im Enterprise 2.0 (MKBE 2011) Mousetracking – Analyse und Interpretation von Interaktionsdaten Menschen, Medien, Auto-Mobilität mi.begreifbar – Medieninformatik begreifbar machen Partizipative Modelle des mediengestützten Lernens – Erfahrungen und Visionen Innovative Computerbasierte Musikinterfaces (ICMI) Senioren. Medien. Übermorgen. Designdenken in Deutschland Game Development in der Hochschulinformatik / First initiated in 2001, the conference series Mensch & Comuter has evolved as the leading event in the area of human-computer interaction in German speaking countrires hosting extremely vivid and exciting contributions with an audience that is keen to debate. Taking place the 11th time under the topical theme überMEDIEN|ÜBERmorgen, key topics of the conference are media themselves and their opportunities, risks, uses, influence on our lives and our influence on them, today and tomorrow. From the beginning, the workshops being organized by the community constitute a major part of the conference. These proceedings cover the contributions of eight workshops and two brief descriptions from Mensch & Computer as well as one workshop from Entertainment Interface track. Begreifbare Interaktion in gemischten Wirklichkeiten Interaktive Displays in der Kooperation – Herausforderung an Gestaltung und Praxis Motivation und kulturelle Barrieren bei der Wissensteilung im Enterprise 2.0 (MKBE 2011) Mousetracking – Analyse und Interpretation von Interaktionsdaten Menschen, Medien, Auto-Mobilität mi.begreifbar – Medieninformatik begreifbar machen Partizipative Modelle des mediengestützten Lernens – Erfahrungen und Visionen Innovative Computerbasierte Musikinterfaces (ICMI) Senioren. Medien. Übermorgen. Designdenken in Deutschland Game Development in der Hochschulinformatik