abstract: This study was conducted to assess the performance of 176 students who received algebra instruction through an online platform presented in one of two experimental conditions to explore the effect of personalized learning paths by comparing it with linearly flowing instruction. The study was designed around eight research questions investigating the effect of personalized learning paths on students’ learning, intrinsic motivation and satisfaction with their experience. Quantitative results were analyzed using Analysis of Variance (ANOVA), Analysis of Covariance (ANCOVA) and split-plot ANOVA methods. Additionally, qualitative feedback data were gathered from students and teachers on their experience to better explain the quantitative findings as well as improve understanding of how to effectively design an adaptive personalized learning platform. Quantitative results of the study showed no statistical difference between students assigned to treatments that compared linear and adaptive personalized instructional flows. The lack of significant differences was explained by two main factors: (a) low usage and (b) platform and content related issues. Low usage may have prevented students from being exposed to the platforms long enough to create a potential for differences between the groups. Additionally, the reasons for low usage may in part be explained by the qualitative findings, which indicated that unmotivated and tired teachers and students were not very enthusiastic about the study because it occurred near the end of school year. Further, computer access was a challenging issue at the school throughout the study. On the other hand, platform and content related issues worked to inhibit the potential beneficial effects of the platforms. The three prominent issues were: (a) the majority of the students found the content boring or difficult, (b) repeated recommendations from the adaptive platform created frustration, and (c) a barely moving progress bar caused disappointment among participants. / Dissertation/Thesis / Doctoral Dissertation Educational Technology 2015

abstract: The need for improved mathematics education in many of America's schools that serve students from low income households has been extensively documented. This practical action research study, set in a suburban Title I school with a primarily Hispanic, non-native English speaking population, is designed to explore the effects of the progression through a set of problem solving solution strategies on the mathematics problem solving abilities of 2nd grade students. Students worked in class with partners to complete a Cognitively Guided Instruction-style (CGI) mathematics word problem using a dictated solution strategy five days a week for twelve weeks, three or four weeks for each of four solution strategies. The phases included acting out the problem using realia, representing the problem using standard mathematics manipulatives, modeling the problem using a schematic representation, and solving the problem using a number sentence. Data were collected using a five question problem solving pre- and post-assessment, video recorded observations, and Daily Answer Recording Slips or Mathematics Problem Solving Journals. Findings showed that this problem solving innovation was effective in increasing the problem solving abilities of all participants in this study, with an average increase of 63% in the number of pre-assessment to post-assessment questions answered correctly. Additionally, students increased the complexity of solutions used to solve problems and decreased the rate of guessing at answers to word problems. Further rounds of research looking into the direct effects of the MKO are suggested as next steps of research. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2013

abstract: This dissertation describes the development of a state-of-the-art immersive media environment and its potential to motivate high school youth with autism to vocally express themselves. Due to the limited availability of media environments in public education settings, studies on the use of such systems in special education contexts are rare. A study called Sea of Signs utilized the Situated Multimodal Art Learning Lab (SMALLab), to present a custom-designed conversational scenario for pairs of youth with autism. Heuristics for building the scenario were developed following a 4-year design-based research approach that fosters social interaction, communication, and self-expression through embodied design. Sea of Signs implemented these heuristics through an immersive experience, supported by spatial and audio-visual feedback that helped clarify and reinforce students' vocal expressions within a partner-based conversational framework. A multiple-baseline design across participants was used to determine the extent to which individuals exhibited observable change as a result of the activity in SMALLab. Teacher interviews were conducted prior to the experimental phase to identify each student's pattern of social interaction, communication, and problem-solving strategies in the classroom. Ethnographic methods and video coding were used throughout the experimental phase to assess whether there were changes in (a) speech duration per session and per turn, (b) turn-taking patterns, and (c) teacher prompting per session. In addition, teacher interviews were conducted daily after every SMALLab session to further triangulate the nature of behaviors observed in each session. Final teacher interviews were conducted after the experimental phase to collect data on possible transfer of behavioral improvements into students' classroom lives beyond SMALLab. Results from this study suggest that the activity successfully increased independently generated speech in some students, while increasing a focus on seeking out social partners in others. Furthermore, the activity indicated a number of future directions in research on the nature of voice and discourse, rooted in the use of aesthetics and phenomenology, to augment, extend, and encourage developments in directed communication skills for youth with autism. / Dissertation/Thesis / Ph.D. Media Arts and Sciences 2013

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-22T13:40:47Z No. of bitstreams: 1 luisfelipedasilveira.pdf: 2803275 bytes, checksum: 6de95019b75ce03041f34befa97576aa (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-22T15:43:14Z (GMT) No. of bitstreams: 1 luisfelipedasilveira.pdf: 2803275 bytes, checksum: 6de95019b75ce03041f34befa97576aa (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-22T15:43:22Z (GMT) No. of bitstreams: 1 luisfelipedasilveira.pdf: 2803275 bytes, checksum: 6de95019b75ce03041f34befa97576aa (MD5) / Made available in DSpace on 2016-07-22T15:43:22Z (GMT). No. of bitstreams: 1 luisfelipedasilveira.pdf: 2803275 bytes, checksum: 6de95019b75ce03041f34befa97576aa (MD5) Previous issue date: 2016-04-06 / Na presente pesquisa, analisamos aspectos tecnológicos e metodológicos da construção de um curso de Educação Financeira Escolar na metodologia MOOC – Massive Open Online Course, curso esse com o tema Inflação, com viés voltado à Educação Matemática. Para o desenvolvimento desta pesquisa, utilizamos recursos da pesquisa qualitativa e exploratória, e buscamos elucidar conceitos, históricos e características, objetivando a proposta de construção de um curso na metodologia citada, pautados em leituras e análises sobre o Design Instrucional e suas características. Foi considerado também o Design Gráfico ideal para oferecer um curso sobre Inflação de preços e propomos ainda a estrutura deste curso, com temas atuais e contextualizados com nossa realidade. O produto educacional, fruto desta pesquisa, é a proposta estrutural de um curso na modalidade MOOC sobre Inflação, utilizando o Design Instrucional Fechado, com a apresentação dos temas a serem trabalhados nesse MOOC piloto. Esse trabalho pertence à linha de pesquisa Tecnologia da Informação e Comunicação na Educação Matemática do programa de Mestrado Profissional em Educação Matemática da Universidade Federal de Juiz de Fora. / In this study, we analyze technological and methodological aspects of building a financial education course in methodology MOOC - Massive Open Online Course, this course with the inflation theme, with bias back to mathematics education. For the development of this research, we use the resources of qualitative and exploratory research, and seek to clarify concepts, and historical characteristics, aiming to build a course in the aforementioned methodology, guided readings and analysis on the Instructional Design and its features. It was also considered the ideal graphic design to offer a course on inflation prices, and also propose the structure of this course, with current and contextualized issues with our reality. The educational product, the result of this research is the structural proposal for a course in MOOC mode on inflation, using the Design Instructional closed with the presentation of the themes to be worked and a quiz at the end of this pilot MOOC. This work belongs to the line of research Information Technology and Communication in Mathematics Education of Professional Master's program in Mathematics Education at the Federal University of Juiz de Fora.

Technology has become a fundamental yet dynamic component of modern society, affecting almost every structure within it. However, education has been slow to change relative to the acceptance and use of technology in teaching and learning contexts. This research seeks to begin to bridge this technological chasm by examining what considerations a teacher instructional designer needs to be mindful of when designing a substantial Web-based learning resource. The researcher employs a qualitative methodology through the compilation of field notes and narratives describing the experiences and observations of a classroom teacher employing the ADDIE instructional design model to develop a Web-based learning resource for two high-school level Marketing courses. The researcher has maintained a unique triad of professional roles throughout this project, including teacher, instructional designer, and researcher. The findings of this research emphasize the interrelationships between the three key conceptual areas: reflective practice, instructional design, and Web design. / Education, Faculty of (Okanagan) / Graduate

Doctor of Philosophy / Department of Secondary Education / Diane McGrath / The purpose of this research and development study was to design, develop, evaluate and revise reusable online learning resources based on the principles of learning objects that would support instructional design students' learning and performance in the context of ATC in Saudi Arabia. Using a research and development model (Borg and Gall, 1989), Instructional Design reusable online learning resources (ID-RORs) were iteratively and collaboratively developed and revised based on feedback gathered through formative evaluation. Between each round of qualitative formative evaluation, the ID-RORs were revised based on analysis of the data. Seven main research and development phases were carried out: research and information collecting, a needs assessment, prototype development, expert evaluations, redesign, target user evaluations and redesign. The formative evaluation of ID-RORs consisted of three phases. The first evaluation group was comprised of four experts. The purpose of this evaluation was to conduct a needs assessment. The second phase, which used feedback from two experts and two instructional design teachers, was the expert evaluation. The purpose of this evaluation was to examine the validity of the ID-RORs. The third phase, based on feedback from 11 students, was the user evaluation. The purpose of this evaluation was to examine the practicality of the ID-RORs. The overall results of the needs assessment evaluation showed that the ID-RORs prototype met an important need at ATC. The overall result of the expert evaluation showed that the ID-RORs prototype were valid for the context of ATC. Finally, the result of target user evaluation showed that the ID-RORs as revised with expert and user input were practical for the intended target users. Based on the results of this R & D study, it was concluded that the answer to the research question is yes, it is possible to develop the ID-RORs to meet the specifications of the needs assessment. The characteristics of ID-RORs are very similar to the characteristics of successful (valid and practical) reusable online resources. The final version of the ID-RORs were found to be needed, valid and practical, in the context of ATC.

The global community is experiencing an increasing number of disasters that ranges from earthquakes, floods, storms, epidemics, fires, landslides, hurricanes, tsunamis and social conflicts that result to loss of life and properties. South Africa is dominated by localised incidents, such as wild fires, seasonal flooding, droughts and accidents in the mining industry. Resource-poor communities such as those residing in many parts of South African informal settlements, currently live with a range of stresses and risks including climate risks, HIV/AIDS and access to insecure land. While disaster relief has been at the forefront for quite a long time, communities are increasingly looking at disaster risk reduction as the best solution to safeguard human lives and property. Scholars and policy makers are relying on disaster preparedness and resilience as strategies to ensure disaster risk reduction. Disaster education has emerged as a pinnacle for both the preparedness and resilience by teaching communities about the prevalence of hazards and associated vulnerabilities. The aim of this investigation was to determine how education in particular, curriculum and instructional design contributes to learners’ awareness of hazards and disasters. A mixed method research was used to address the question combining questionnaires, interviews and document study as data collection strategies. The questionnaires were distributed to 150 educators from schools located in informal settlements of Ivory Park in Gauteng, Brits in North West Province, Isipingo in KwaZulu-Natal, Bizana in the Eastern Cape and Khayelitsha in the Western Cape. Interviews were conducted with 5 curriculum specialists, 3 disaster specialists and 2 disaster lectures. The findings of the investigation is that the South African National Curriculum Statements explicitly prescribe hazards and disaster learning outcomes only for Grade 7 Social Science and is silent in other grades and learning areas. Some scholars pointed out that there is no adequate translation of curriculum policy provisions to classroom practice in South Africa, which raises questions on the extent to which learners from South African schools are taught about hazards and disasters as prescribed in the National Curriculum Statements. The investigation also found that educators are overburdened with administrative work and would not be in the position to collaborate with one another to develop learning programmes and to teach indigenous knowledge or hazards and disasters. In this study, it is argued that for education to make effective contribution to learners’ awareness of hazards and disasters, the national curriculum should focus on the broad learning outcomes used as guideline to develop learning programmes for disasters and hazards that are provincial, district and local areas specific. The development and teaching for hazards and disasters should be specified in all grades across all learning areas. Another argument presented in this study is that the National Disaster Management Centre should play a crucial role in mobilising other stakeholders involved in disaster risk reductions to develop learning programmes as they have hands-on experience of managing disasters so that alleviate the burden for educators to be gathering data for learning programme development. / Thesis (PhD)--University of Pretoria, 2011. / Humanities Education / unrestricted

The University of Pretoria offers the course <i.Use of the Internet in Education and Training (RBO 880) since 1997. This module is presented as an online course with minimum face to face interaction between facilitator and learners. The research documents and analyses the activities, cyber artefacts, documentation, interactions and challenges, constructed and designed by the facilitator and learners’ that formed part of this module. This literature review comprises an exploration into five different aspects of online learning under different headings specifically: learning theories, eLearning, virtual communities, adult Learning characteristics adult motivation and instructional design principles. This research reports only on one main research question: What can be learnt from the continuous presentation of the module Use of the Internet in Education and Training (RBO 880)? The research design and the methodology that will be followed during a properly development research approach is functional in this particular context (RBO 880) and enables the researcher to address the research question, that falls within the scope of this research study. The researcher explores multiple perceptions, to ensure trustworthiness of data and analyses of the module that is presented and analysed. The researcher analyses selected aspects of the design, development and implementation of the RBO 880 module from an exploration of a selection of its artefacts. As a prelude to each facet of this analysis, the researcher will present and explore a cyber artefact retrieved from the cyber archives. In this archive is stored a great variety of electronic source documents representative of the six years during which the module RBO 880 were presented. The substantive reflection combines the findings with the literature review. The researcher attempts to construct a balance by providing some critique against the presentation of the RBO 880 module as part of the conclusions. The conclusions reached in this research answers the research question and might prove useful in future research, for researchers’ organisational specialist, readers, online facilitators and curriculum designers, into training and learning that takes place through the medium of the Internet. / Dissertation (MEd (Computer Intergrated Education))--University of Pretoria, 2007. / Curriculum Studies / MEd / unrestricted

The international student population in higher education institutions in the United States has been increasing steadily in the last decade. A high percentage of these students enrolled in English as a Second Language (ESL) courses or in the English for Speakers of Other Languages (ESOL) programs in many community colleges. These programs are faced with the need to integrate adequate instructional activities and performance-based assessments that help improve and accelerate language speaking skills to prepare students for the next academic level. The goal of this exploratory and descriptive developmental case study was to develop a class project with performance-based learning activities for an ESOL advanced level conversational class at Houston Community College Southeast using podcasting technology and a constructivist instructional design approach. These activities were a series of five student-generated podcasts (scripted and unscripted) lab assignments the objective of which is to promote student engagement in real world conversation topics that can potentially affect their English speaking skills and attitudes in a positive manner. The project was named the ESOL PodZone conversational lab. A mixed method research approach resulted in a triangulation of the results from quantitative and qualitative data analyses that served as corroborative evidence to answer three research questions: How do student-generated podcasts on real world conversation topics improve the learner's speaking skills? What are the students' attitudes toward student-generated podcast activities and the impact on their speaking skills? How should student-generated podcast learning activities be integrated into the ESOL instruction to enhance the students' speaking skills? The sample group had 22 students: 12 Vietnamese, 8 Hispanics, 1 from Kazakhstan, and 1 from Equatorial Guinea. The findings documented that student-generated podcasts can affect conversational language skills in the pronunciation, fluency, grammar, and vocabulary domains at different levels over longer periods; that students have positive attitudes toward the use of podcasting for language learning; and that using a constructivist instructional design model (CIDM) framework facilitates an effective integration of student-generated podcast authentic activities into the ESOL conversational curriculum. Further research may be considered for similar case studies with different populations, using different podcasting and instructional applications.

This dissertation is the developmental research report on the design and development of a multimedia tutorial on Anthropometry for university-level health science students. The practical implication of using Merrill's Model of Instructional Design for developing course work for senior students in the health sciences was investigated. The multimedia tutorial was designed and developed, and the prototype evaluated by a team consisting of subject and education experts. The prototype was tested by third-year dietetic students who had completed the lecture-based and paper-based course. The students were observed while using the program, then completed a structured questionnaire and finally were given the opportunity to express their views in an informal group discussion. It was found that if the activation of relevant existing knowledge does not take place, Merrill's Model will be turned inside-out: the student's own problem replaces the instructional problem. / Thesis (MEd (Computer-integrated Education))--University of Pretoria, 2003. / Social Studies Education / unrestricted