After contacting Ragnar Tengstrand, the supervisor, I was determined to develop a baby carriage that will have a fan that gives cold during the summer period and a heat sink that will provide heat during the winter period. Only the frame of the stroller appeared within the delimitation of this project, but consideration was given to the location of the fan, powerbank, and the heat sink.   The work began with information searching for prams, competitors, medical visits and consumer interviews. Then a number of sketches were developed and were shown to the supervisor. From these terms, the one who was called "Product development of cooling/heating system for baby carriage" was chosen. This was further developed as well as CAD files, sketches and drawings were made for.

The growing trend of internationalization in higher education underscores the importance of cross-national studies, particularly in the area of curricula, to facilitate learning and understanding among nations. This study examined undergraduate and graduate course syllabi from around the world to compare and contrast their components and subcomponents related to instructional design and technology. The aim was to identify major components and subcomponents and investigate their similarities and differences across continents. Additionally, the study explored the theories, principles, and concepts reflected in the syllabi and compared and contrasted them across the continents. The research analyzed 147 syllabi from 99 schools in 37 countries worldwide. The study identified eight major components that were present in the syllabi from all six continents, which include basic information, course information, course assessment, course resources, learning results, course schedule, course policies, and course expectations. The theories, principles, and concepts reflected in the syllabi included self-regulated learning, learner-centered pedagogy, universal design for learning, backward design, Bloom's taxonomy, and course objectives. However, the study also found significant differences in the specific components and subcomponents across continents. Therefore, when designing and creating a syllabus, it is essential to consider factors such as student readiness, instructor expertise, cultural practices, available resources, and educational policies, etc. / Doctor of Philosophy / This research looked at multiple course outlines related to technology-assisted teaching from universities worldwide to understand (1) what types of information were included and (2) why those types of information were important to the organization of the course outlines. It also described how universities across the world were different or similar in the contents included in their course outlines and in the ideas that supported the creation of their course outlines. In total, 147 course outlines were collected from 99 different schools in 37 countries. The researcher started by reviewing what other experts studied about course outlines and how they should be structured. After collecting these outlines from six different sources, the researcher organized the information from the outlines by grouping similar parts together. So, it became easier to find out how different parts of the outlines were similar or different from each other. The study found eight common parts in the course outlines collected worldwide. These parts included the following basic information about each course: details about what the course covers, how student assignments will be graded, the learning materials that students will use for the course, what students will be able to do after taking the course, the class activities, the rules, and what's expected from students. The study also discovered six common ideas that supported the creation of course outlines. These ideas deal with how students should take responsibility for their own learning, how teaching should center on the students, making sure that all students have equal access to the learning materials, planning lessons by starting with the end goal followed by assessment methods, describing different levels of thinking and learning, and setting clear goals for the course. In the end, this study found that the course outlines from the universities worldwide contained different types of information, despite sharing some key features. The outlines in different places frequently contained some information that is suitable and unique to the learning environments of specific regions. The same goes for the ideas and concepts regarding teaching and technology in these course outlines. The results of this research are important for a few reasons. First, the results provide new teachers with a broad perspective on how universities around the world structure their course outlines. Second, this study helps fill in a gap in our understanding of how course outlines are organized in different countries. It shows how they are similar or different. Third, it looks at whether these course outlines match up with the ideas and principles of teaching and technology. Fourth, the evidence from this research can be useful for people who make decisions about policies on teaching and learning. Lastly, it adds more knowledge to what we already know about making course outlines.

Moisture-induced damage is one the major causes of deterioration of asphalt pavements and extensive research has been conducted on this topic. Theoretical and experimental results have led the researchers to believe that moisture-induced damages are caused mainly by the generation of pore water pressure in asphalt mixtures when traffic passes over a pavement. The Moisture Induced Sensitivity Tester (MIST) has been recently developed to simulate the phenomenon of repeated pore pressure generation and deterioration in the laboratory. The objective of this study was to evaluate moisture-induced damage in typical Maine Department of Transportation (DOT) asphalt mixes, with the use of MIST, pre and post testing, and analysis of data. The MIST was used to condition Hot Mix Asphalt (HMA) samples that were compacted from eight typical Maine DOT mixes, with different types of aggregates and asphalt binder. A modified Dynamic modulus test in Indirect Tensile Mode was used for the determination of damage. A layered elastic model, along with a fatigue-cracking criterion, was utilized to assess the total impact on the pavement lives. Monte Carlo analysis was conducted to determine the distribution of number of repetitions to failure of pavements that are subjected to moisture damage. The major conclusions are that most of the mixes are likely to experience a reduction in their life due to the effect of moisture and that the Micro-Deval and the fine aggregate absorption test results can be related to such damage. A composite factor, consisting of both of these test results, is recommended for regular use by the DOT to screen mixes with high moisture damage potential.

This study used a two-phased explanatory mixed-methods design to explore in-depth what factors are perceived by Instructional Design and Technology (IDT) professionals as impacting instructional design practice, how these factors are valued in the field, and what differences in perspectives exist between IDT managers and non-managers. For phase 1 of the study, one hundred and sixteen corporate IDT professionals (managers and non-managers) responded to a web-based survey that was designed and developed from: (a) The results of an exploratory study of the practices of corporate instructional designers, (b) the results of an extensive literature review into the theory and practice in the field of IDT, and (c) other survey instruments developed, validated and used in prior studies. Analysis of the data collected in phase 1 of the study resulted in the development of an Evaluation Model for IDT Practice that was used as a framework to answer the research questions. Quantitative analysis included the use of Hotelling’s T2 inferential statistic to test for mean differences between managers and non-managers perceptions of formal and informally trained groups of IDT personnel. Chi squared analysis test of independence, and correlation analysis was used to determine the nature and extent of the relationship between the type of training and the professional status of the participants. For phase 2 of the study, semi-structured interviews were conducted with selected participants and analyzed using the constant comparative method in order to help validate the findings from phase 1. Ensuing analysis of the survey data determined that, both managers and non-managers generally agreed that both formal and on the job training was valuable, and that their peers who were formally and informally trained were competent instructional designers. The qualitative phase of the study and a closer examination of effect sizes suggested the potential for some variation in perceptions. In addition, a statistically significant correlation showed that IDT managers who completed the survey were more likely to be formally trained. Recommendations based on the results included future studies with a larger, more diverse population; future studies to refine the Evaluation Model for ID practice; and that academic ID programs work more closely with practitioners when designing and delivering their curricula.

Background: Preventable medical error accounts for approximately 98,000 deaths in the hospital setting each year. A proposed solution to decreasing medical error encompasses the development of a culture of safety. Safety culture has been defined as a common set of values and beliefs that are shared by individuals within an organization that influence their actions and behaviors. In 2015, the safety culture of Registered Nurses (RN) and Patient Care Technicians (PCT) who regularly worked in the Intensive Care Unit (ICU) and Cardiovascular Intensive Care Unit (CVICU) at Flagstaff Medical Center (FMC) was assessed using the Hospital Survey on Patient Safety Culture. This survey functioned as a needs assessment and demonstrated that ICU/CVICU staff had negative reactions to safety culture and error reporting on eight of twelve composites tested. Based off these results, the Incident Decision Tree (IDT) was selected as an intervention to help improve the areas identified in the needs assessment. Purpose: The aims of this quality improvement project included: 1) Development of a protocol for IDT use by ICU/CVICU managers; 2) Implementing the IDT; and 3) Administering a post IDT implementation survey. Methods: The IDT was implemented during a 4-week period in the ICU/CVICU at FMC. During this time, managers used the IDT when processing reported error. Post implementation, an online survey was administered over the course of two weeks to ICU/CVICU managers and unit based RNs and PCTs to reassess their perceptions on the IDT, error reporting, and safety culture. Results: During the implementation period, 23 errors were reported in the ICU/CVICU at FMC with management utilizing the IDT a total of 12 times. Analysis of the reportable data demonstrated that of the 12 incidents, seven were attributed to system failures. The remaining five incidents were processed using the “foresight test.” Conclusions: Results from the post implementation survey demonstrated that ICU/CVICU staff felt the IDT contributed to a non-punitive environment. Staff also reported the IDT helped to increase communication after an error occurred. Lastly, the majority of staff felt the IDT increased transparency in the error reporting process.

Denna artikel utforskar hur Inclusive Design Toolkit (IDT) kan underlätta för designers att ta fram tillgänglig design. För att testa för- och nackdelar med IDT, användes instruktioner, riktlinjer och verktyg från inclusivedesigntoolkit.com för att ta fram en animerad kortfilm. Resultatet analyserades sedan utifrån de kriterier som ingår i Web Content Accessibility Guidelines och diskuterades utifrån tidigare forskning och designerns egna upplevelser från designprocessen. Resultatet visade att den huvudsakliga analysmetoden inte var så kompatibelt med gestaltnings-materialet som författarna hoppats på. Web Content Accessibility Guidelines (WCAG) har många kriterier som handlar om programmering och webbdesign, och eftersom gestaltningen inte innehöll någon form av programmering, gick det inte att testa tillgängligheten i relation till dessa kriterier. Däremot visade resultatet att gestaltningen uppnådde de flesta av de visuella kriterierna inom WCAG, och utifrån vår egen uppfattning som designers, så kan IDT ge konkreta och praktiska exempel på hur designerns kan arbeta för att nå upp till riktlinjer och lagar för tillgänglighet. / This article explores how Inclusive Design Toolkit (IDT) can help designers develop accessible designs. To test the pros and cons with IDT, we used instructions, guidelines and tools from inclusivedesigntoolkit.com to produce an animated short film. The result was analyzed based on the criteria from the Web Content Accessibility Guidelines (WCAG) and further discussed in relation to earlier research and the designer’s own experiences from the design process. The result made it apparent that the main analyzation method is not compatible with the design material. Web Content Accessibility Guidelines have many criteria which are directed to programming and web design, and because the design did not contain any form of programming, it was impossible to evaluate accessibility in relation to those criteria. However, the result showed that the design had reached most of the visual criteria in WCAG, and based on our own experiences as designers, IDT can provide concrete and practical examples of how designers can reach criteria according to accessibility guidelines and laws.

Learning objects have received attention because of their potential to improve current methods of teaching and learning. Despite perceived importance, there has been lack of studies that examine the use of learning objects across various contexts. In response, this study examined the actual use of learning objects and their perceptions among Instructional Design and Technology (IDT) practitioners in U.S. This study was based on the data from 191 IDT practitioners from various sectors, including higher education, business, government, and K-12. The study results contribute to the body of knowledge on learning objects in terms of four areas: conceptualization, utilization, benefits, and adoption. First, the study results should allay the concern that the conceptualization of learning objects focuses too much on technical aspects. IDT practitioners emphasized both technical and learning aspects in conceptualizing learning objects. In conclusion, the present study laid the foundation for a working definition of learning objects. Second, the study showed that IDT practitioners were utilizing learning objects to empower learners to have control over their own learning. The current study identified design strategies that IDT practitioners were frequently using. The most frequently utilized strategy was the provision of concrete, authentic examples and problems. Along with design strategies, this study identified the frequently adopted granularity levels: assets, combined media, one complete instructional unit, lesson or module, and course. Combined media, which consists of content and optional media, was the most frequently utilized granularity level of the five levels. The study provided empirical data to help determine formal design strategies and optimal granularity levels in utilizing learning objects based on the frequent use among IDT practitioners. Third, this study filled the research gap on the benefits of learning objects from an IDT perspective. Study results showed that IDT practitioners were positive about the overall benefits for the ID process, along with reusability and the support for the motivation and interactivity features. However, they were less convinced of the time and cost savings. Generally, IDT practitioners were satisfied with the benefits of learning objects. Fourth, the present study improved the understanding of the adoption status of learning objects. Currently, many of the participants' organizations were adopting or exploring the implementation of learning objects. The adoption of learning objects has a promising future, as IDT practitioners were positive about their organizations' intentions to use learning objects in the future. At the individual level, IDT practitioners were found to use learning objects for their professional role and across various projects. As an adoption factor, IDT practitioners showed the positive reactions to learning objects' perceived usefulness. / Ph. D.

From flickering films to microlearning in 4K, the field known as Instructional Design and Technology (IDT) today has a long history, marked by constant evolution since the 1920s. The field has been thrust into the spotlight by the COVID-19 pandemic. This bibliometric analysis examines research articles from the Educational Technology Research and Development (ETRandD) journal spanning 1957 to 2023. The study addresses the challenges posed by the influx of new IDT professionals from diverse backgrounds, as well as the opportunity presented by the occasion of the centennial celebration of the Association for Educational Communications and Technology (AECT), the key professional organization in the field. Data for this study was primarily obtained from the Web of Science, supplemented by SCOPUS and Dimensions. The analysis utilized Biblioshiny to evaluate the journal's performance and impact, identifying influential works and authors. Additionally, VOSviewer was employed to map the scientific landscape, tracing the evolution of research themes and the collaborative networks among authors, institutions, and countries. While the analysis navigates through the limitations inherent in focusing on a single journal, majorly employing a specific dataset, and adhering to an English-only corpus, it successfully illuminates the core tendencies and transformative shifts within IDT. The findings emphasize the field's enduring commitment to leveraging technological advancements within a theoretically grounded framework to enhance learning outcomes. As the field continues to evolve in response to new entrants from diverse backgrounds, emerging technologies and shifting learners' contexts, this study provides a useful reference point for future research. / Doctor of Philosophy / The field of Instructional Design and Technology (IDT) has evolved dramatically from its early days in the 1920s, using simple film-based instruction, to today's sophisticated 4K microlearning environments. The field has been thrust into the limelight by the unprecedented challenges of the COVID-19 pandemic. This study is a bibliometric analysis of articles published in the Educational Technology Research and Development journal from 1957 to 2023. The research addresses the challenge of the entry of professionals from varied backgrounds into the IDT field and celebrates a century of contributions by the Association for Educational Communications and Technology (AECT), a leading organization in this discipline. Using databases like the Web of Science, SCOPUS, and Dimensions, and tools such as Biblioshiny and VOSviewer, the study maps the development of IDT research themes, identifies key works, and authors, and explores the collaborative networks that span authors, institutions, and countries. Despite focusing on a single journal and an English-only dataset, the analysis reveals significant trends and shifts in IDT. It underscores the field's commitment to integrating new technologies within a solid theoretical framework to improve educational outcomes. This study not only reflects on the past but also sets the stage for future research as IDT continues to adapt to the needs of diverse learners and emerging technologies.

Sur une droite, le transport optimal ne pose pas de difficultés. Récemment, ce constat a été utilisé pour traiter des problèmes plus généraux. En effet, on a remarqué qu'une habile désintégration permet souvent de se ramener à la dimension un, ce qui permet d'utiliser les méthodes afférentes pour obtenir un premier résultat, que l'on fait ensuite évoluer pour gagner en précision.Je montre ici l'efficacité de cette approche, en revenant sur deux problèmes déjà résolus partiellement de cette manière, et en complétant la réponse qui en avait été donnée.Le premier problème concerne le calcul de l'application de Yann Brenier. En effet, Guillaume Carlier, Alfred Galichon et Filippo Santambrogio ont prouvé que celle-ci peut être obtenue grâce à une équation différentielle, pour laquelle une condition initiale est donnée par le réarrangement de Knothe--Rosenblatt (lui-même défini via une succession de transformations unidimensionnelles). Ils n'ont cependant traité que des mesures finales discrètes ; j'étends leur résultat aux cas continus. L'équation de Monge--Ampère, une fois dérivée, donne une EDP pour le potentiel de Kantorovitch; mais pour obtenir une condition initiale, il faut utiliser le théorème des fonctions implicites de Nash--Moser.Le chapitre 1 rappelle quelques résultats essentiels de la théorie du transport optimal, et le chapitre 2 est consacré au théorème de Nash--Moser. J'expose ensuite mes propres résultats dans le chapitre 3, et leur implémentation numérique dans le chapitre 4.Enfin, le dernier chapitre est consacré à l'algorithme IDT, développé par François Pitié, Anil C. Kokaram et Rozenn Dahyot. Celui-ci construit une application de transport suffisamment proche de celle de M. Brenier pour convenir à la plupart des applications. Une interprétation en est proposée en termes de flot de gradients dans l'espace des probabilités, avec pour fonctionnelle la distance de Wasserstein projetée. Je démontre aussi l'équivalence de celle-ci avec la distance usuelle de Wasserstein. / In dimension one, optimal transportation is rather straightforward. The easiness with which a solution can be obtained in that setting has recently been used to tackle more general situations, each time thanks to the same method. First, disintegrate your problem to go back to the unidimensional case, and apply the available 1D methods to get a first result; then, improve it gradually using some evolution process.This dissertation explores that direction more thoroughly. Looking back at two problems only partially solved this way, I show how this viewpoint in fact allows to go even further.The first of these two problems concerns the computation of Yann Brenier's optimal map. Guillaume Carlier, Alfred Galichon, and Filippo Santambrogio found a new way to obtain it, thanks to an differential equation for which an initial condition is given by the Knothe--Rosenblatt rearrangement. (The latter is precisely defined by a series of unidimensional transformations.) However, they only dealt with discrete target measures; I~generalize their approach to a continuous setting. By differentiation, the Monge--Ampère equation readily gives a PDE satisfied by the Kantorovich potential; but to get a proper initial condition, it is necessary to use the Nash--Moser version of the implicit function theorem.The basics of optimal transport are recalled in the first chapter, and the Nash--Moser theory is exposed in chapter 2. My results are presented in chapter 3, and numerical experiments in chapter 4.The last chapter deals with the IDT algorithm, devised by François Pitié, Anil C. Kokaram, and Rozenn Dahyot. It builds a transport map that seems close enough to the optimal map for most applications. A complete mathematical understanding of the procedure is, however, still lacking. An interpretation as a gradient flow in the space of probability measures is proposed, with the sliced Wasserstein distance as the functional. I also prove the equivalence between the sliced and usual Wasserstein distances.

Ce travail porte sur la réalisation de capteurs interdigités (IDT pour InterDigital Transducer) sur des supports piézoélectriques. L’enjeu est double puisqu’il s’agit premièrement de disposer de capteurs efficaces pour générer des ondes de surface acoustiques (SAW pour Surface Acoustic Wave) afin de caractériser la qualité des revêtements et des surfaces de structures. Le deuxième objectif de cette étude est de rendre ces capteurs IDT flexibles afin qu’ils puissent s’adapter non seulement aux différentes géométries planes ou non mais aussi pour qu’ils soient capables de supporter les déformations des structures au cours de leur utilisation. En général, les matériaux piézoélectriques sont rigides et le caractère souple des matériaux est souvent en opposition avec les performances piézoélectriques de ces derniers ; nous avons donc développé des matériaux qui répondent à ces deux exigences : la performance piézoélectrique et la souplesse. Enfin, nous avons privilégié des technologies relativement bon marché pour développer ces capteurs afin d’envisager par la suite, un contrôle continu des structures en intégrant ces capteurs à demeure sur ces dernières. / This work deals with the realization of interdigital sensors (IDT for InterDigital Transducer) on piezoelectric substrates. There is a dual challenge since firstly, the aim is to have efficient sensors to generate surface acoustic waves (SAW) in order to characterize the quality of the coatings and structure surfaces. The second objective of this study is to make these IDT sensors flexible so as to adapt to different geometries of structures and to be able to put up with the deformations of structures in use. Typically, piezoelectric materials are rigid and the flexible nature of the materials is often in opposition to the piezoelectric performance of the latter. We developed materials that meet these two requirements: piezoelectricity and flexibility. Finally, we gave greater importance to relatively cheap technologies to develop these sensors because this allows then to consider continuous monitoring (structural health monitoring) by incorporating these sensors permanently on the structures to be tested.