C³TO (Chatter Call Centre/Tutoring Online) is a scalable architecture to support mobile online tutoring using chat protocols over cell phones. It is the scalability of this architecture which is the primary focus of this dissertation. Much has been written lamenting the state of mathematics education in South Africa. It is not a pretty story. In order to help solve this mathematical crisis, the “Dr Math” research project was started in January, 2007. “Dr Math” strove to assist school pupils with their mathematics homework by providing access to tutors from a nearby university to help them. The school pupils used MXit on their cell phones and the tutors used normal computer workstations. The original “Dr Math” research project expected no more than twenty to thirty school pupils to participate. Unexpectedly thousands of school pupils started asking “Dr Math” to assist them with their mathematics homework. The original software could not scale. The original software could not cater for the thousands of pupils needing help. The scalability problems which existed in the original “Dr Math” project included: hardware scalability issues, software scalability problems, lack of physical office space for tutors, and tutor time being wasted by trivial questions. C³TO tackled these scalability concerns using an innovative three level approach by implementing a technological feature level, a tactical feature level, and a strategic feature level in the C³TO architecture. The technological level included specific components, utilities, and platforms which promoted scalability. The technological level provided the basic building blocks with which to construct a scalable architecture. The tactical level arranged the basic building blocks of the technological level into a scalable architecture. The tactical level provided short term solutions to scalability concerns by providing easy configurability and decision making. The strategic level attempted to answer the pupils questions before they actually arrived at the tutor thereby reducing the load on the human tutors. C³TO was extensively tested and evaluated. C³TO supported thousands of school pupils with their mathematics homework over a period of ten months. C³TO was used to support a small conference. C³TO was used to encourage people to volunteer their time in participation of Mandela Day. C³TO was used to support “Winter School” during the winter school holiday. In all these cases, C³TO proved itself to be scalable.

The study was conducted to investigate the design, and implementation of an interprofessional continuing education (IPE) course in biomedical ethics to healthcare providers; and to evaluate this course. The impact of the course on teamwork and perception among participants was also examined. The course was designed using a problem-based learning (PBL) approach using the We Learn framework (Macdonald, Stodel, Thompson, & Casimiro, 2009). The study was conducted in the Ministry of Health in Oman. The participants of the study included the instructional designer (who was also the researcher), the course instructor, five group instructors, and 28 learners. The learners were different healthcare professionals who work in the four tertiary hospitals in the capital city. The study employed design and development research (Richey & Klein, 2007) and focused on examining the process of product development and evaluation. A case study method was applied for data collection. Data were collected from all of the participants using surveys, interviews, and logs. The study findings indicated there was a decrease in learners' perceptions that may be due to unrealistic entry level. However, they expressed that working in IPE was enjoyable. They had consensus that PBL was appropriate and promoted interactions between learners. Overall, the course was implemented as designed. The course is to be revised and include cases with local context. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2015. / April 27, 2015. / Design and Development, Health Professional Education, Instructional Design, Interdisciplinary Education, Interprofessional Education, Problem Based Learning / Includes bibliographical references. / James Klein, Professor Directing Dissertation; James Whyte, IV, University Representative; Vanessa Dennen, Committee Member; Fengfeng Ke, Committee Member.

As distance learning becomes increasingly prevalent in higher education in the 21st century, students and educators alike face new challenges to achieving key learning objectives, such as the attainment of critical thinking skills. Asynchronous threaded discussions in online classrooms provide a context where learners can develop and demonstrate their critical thinking skills. However, in an asynchronous threaded discussion, the learner is burdened with the need to retain the context and progression of multiple and concurrent ideas being developed and refined across a series of posts organized in different threads. Extraneous cognitive load caused by poorly organized discussions creates a potential barrier to critical thinking. It is anticipated that learners could benefit from a requirement to include descriptive titles on all posts to create a discussion forum index which would act as an advance organizer to help them form a mental representation of the overall structure of the discussion prior to reading each post. The purpose of this study is to determine the effect that requiring students to customize posts with descriptive titles, as a form of advance organizer, has on cognitive load and level of critical thinking exhibited in students' posts in asynchronous threaded discussions. This study is grounded in dialogic theory, cognitive load theory, and assimilation theory, which together provide a basis for the following research questions: What effect do descriptive post titles have on critical thinking in a debate on an asynchronous threaded discussion board? What effect do descriptive post titles have on cognitive load in a debate on an asynchronous threaded discussion board? This study used a mixed methods design consisting of both a quasi-experiment yielding quantitative data, and also a qualitative review of transcript data using a grounded theory approach. The quasi-experimental portion of the design consisted of collecting discussion board posts from a control group and an experimental group. Response patterns in the collected discussion board data were sequentially analyzed to identify the effects of descriptive post titles on response patterns that might demonstrate higher levels of critical thinking. A significantly higher number of challenges to arguments and explanations to arguments was found in the experimental group. A content analysis of the posts was conducted and a significantly higher number of indicators of critical thinking were found in the experimental group, while a significantly higher number of indicators of a lack of critical thinking were found in the control group. A composite cognitive load score was computed for each participant, based on measures from their average surface electromyography, average galvanic skin response, and average heat flux. Self-rated mental effort scores were also collected from each participant. The mean composite cognitive load scores were significantly higher in the control group than the experimental group, indicating that the physiological measures were effective in predicting cognitive load levels, whereas the self-rated mental effort scores were not effective in distinguishing cognitive load. A composite critical thinking score was developed for each individual and a correlation was confirmed between individual level of cognitive load and individual attainment of critical thinking in the discussion. Recommendations are made for how to incorporate these findings into learning management system software, as well as best practices for designing and facilitating discussion boards. The benefit to society of this study is that increasing the critical thinking skills of college students will better prepare graduates to meet the complex demands of the modern workforce and to be responsible members of society. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the Doctor of Philosophy. / Spring Semester, 2015. / April 10, 2015. / advance organizers, biometrics, cognitive load, critical thinking, distance learning, instructional design / Includes bibliographical references. / Allan C. Jeong, Professor Directing Dissertation; John K. Mayo, University Representative; Vanessa P. Dennen, Committee Member; Valerie J. Shute, Committee Member.

Three studies were conducted to better inform how instructional design of educational programming for children impacts learning. In these studies, we focused on how unplugged debugging activities, which require correction of coding errors, affect skills related to computational thinking and personal attributes of children. Study 1 observed debugging performance across varying degrees of embodiment (full and low) with a control group. To identify and rectify coding errors, children in the full embodiment group walked on a floor maze whereas low embodiment group manipulated a paper character using their fingers. Study 2 examined the effects of different degrees of embodiment when combined with either coding or narrative based language on computational thinking and self-efficacy. Children fixed coding errors on a worksheet using coding language or narratives, then performed their revised code using full or low embodiment. Study 3 explored whether congruent or incongruent hand gestures incorporated with either direct or surrogate embodiment enhanced children’s graphic and text programming, self-efficacy, and persistence. In the congruent gesture group, participants placed coding blocks in the same direction that the programming character moves whereas incongruent gesture placed coding blocks in a linear fashion. Direct embodiment is where the participant uses their finger to move a character whereas surrogate embodiment is where the researcher is controlled by the participant through verbal commands. The results on computational thinking skills were: 1) Children performed better in debugging and problem solving using low embodiment; 2) Programming efficiency increased with the use of coding language; 3) Higher performance on graphic programming was found with incongruent gesture while transfer from graphic to text programming improved with surrogate embodiment. In personal attributes: 1) Significant interaction effect was found between hand gesture and embodiment on self-efficacy; 2) Higher persistence was exhibited from direct embodiment. These findings between embodiment and development of computational thinking skills and personal attributes may be utilized in the unplugged learning environment. This is particularly relevant in supporting students to acquire basic computational thinking skills where relevant technology resources are not available.

Traditional Instructional Systems Design (ISD) has focused upon measurable learning, but the emerging emphasis on informal methods of learning, combined with powerful mobile computing devices, is turning the spotlight to mobile performance support (mPS) in lieu of formal instruction. However, there is thus far little research into how to design effective mPS, what design principles should be brought to bear, how mPS tools should be evaluated, and so on (Martin, Díaz, Martínez-Mediano, Sancristobal, Oliva, Peire, & Castro, 2010; Paino & Rossett, 2008), leaving designers of mPS without evidence-based guidance for their practice. To capture a picture of methodologies presently being used to design mPS, as well as the perceived effectiveness of those methods, three recent examples of mPS were examined and the individuals responsible for them were interviewed. The first case was the "Bedsider", created by the National Campaign to Prevent Teen and Unplanned Pregnancy, a private, nonprofit organization. The second case was a "Turbulence App", created by Delta Air Lines, Inc., a publicly traded for-profit organization. The final case was the "Prescribed Fire Smoke Management Pocket Guide", or "Smoke App", created through the collaboration of the U.S. Department of Defense’s Advanced Distributed Learning Initiative and the Southeastern Regional Partnership for Planning And Sustainability. Each case study focused upon process employed, results, and concerns. Cross-case analysis examined similarities and differences between the methodologies, as well as apparent importance of the variation. The individual mPS design approaches were compared with traditional ISD methodology, and the three mPS design models were aggregated into a consensus mPS design model (CDM) and compared with traditional ISD methodology to identify any significant differences. This study sought to answer two major questions and two related secondary questions. The first major question was, what mPS design methodologies are organizations actually using? The individual design models in use are described in each case study. The second major question was, how do the methodologies in use compare with traditional instructional design methodology? Although similar in many ways, there were important divergences, particularly with regard to analysis and evaluation activities. The answer to the third questions, how the mPS methodologies in actual use are perceived in terms of effectiveness, was unequivocal. The sponsors of all three cases expressed complete satisfaction with the resulting mPS tools and with the outcomes. The fourth question was, how might the mPS design methodologies in actual use be improved? Several interviewees shared notions of what they "would do differently next time", and the consensus model provided the basis for suggestions for improvement in the front-end and back-end design activities. The significance of this study lies in the documentation of design procedures presently used to create mPS, and the description of how instructional designers might wish to approach the design of mPS in the future. This study helped identify and describe models in actual use in three organizations representing for-profit, not-for-profit, and government sectors, and examined the implications of differences between those models and traditional ISD methodology. This research also makes recommendations for improvement in mPS design practices. Those who follow this advice may find that they design better mPS applications / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the Doctor of Philosophy. / Fall Semester 2016. / November 10, 2016. / ADDIE, EPSS, instructional design, mLearning, mobile, performance support / Includes bibliographical references. / Robert A. Reiser, Professor Directing Dissertation; Stephen D. McDowell, University Representative; Vanessa P. Dennen, Committee Member; Marcy P. Driscoll, Committee Member; James D. Klein, Committee Member.

Time does not stand still, and time in its passing forges many changes. This is quite true as it relates to the educational life of a community. Time sees industries come and go, people move in and out of communities, and the enrollment of schools rise and fall. There are two communities which have felt mightily the impact of such changes. Faceville and Atapulgus, Georgia are two small rural communities in southwest Georgia which face something of a dilemma, educationally speaking, because of changes that have come about in their community and economic life. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Includes bibliographical references (leaves 28-29).

The use of computer application software could be increased. The goal of this research was to uncover a design for a module which instructs the potential user how to use software. This type of module, called an instructional module, would, when incorporated on software such as decision support tools, increase the willingness of novices to use the software more frequently. Four instructional modules designs, which were the result of combining two states of two variables of instructional module design, were examined. The four designs are (1) an automated programmed learning module; (2) an automated help facility; (3) a manual programmed learning module and; (4) a manual help facility. A financial decision support tool was developed, and each of the four instructional modules designs was placed separately on the decision support tool. This created, in effect, four different tools. Subjects in the experiment were business school students with no formal experience using a decision support tool. Each subject was exposed to two of the four instructional module designs during a training session which lasted one hour. One month after the training session, the subjects were reassembled for a second session. During this session, the subjects selected one of the two tools, with its instructional module, which they had been exposed to previously. The subjects were to use the selected tool to solve problems which would likely require them to access the instructional module. In addition to these behavioral selection data, attitudinal data concerning the instructional module designs were also collected throughout both sessions of the experiment. Based on their selection and their attitudinal responses, the subjects indicated that the tool with the automated programmed learning module was the module of choice. The research methodology successfully provided input for instructional module design for computer application software such as decision support tools.

No description available.

This study is a quantitative, quasi-experimental inquiry into the effectiveness of motivational instructional strategies on undergraduate math students' subject learning. Secondarily, it examines the effects of the motivational strategies on the effort students exert in lesson activities, and on their motivation within the lesson. The treatment in this study is based on the MUSIC® Model of Academic Motivation and was conducted within a single lesson. The existing literature shows that motivational instructional design by lay educators is often hindered by the complexity of the field, and by the specialization of existing motivational models. The MUSIC Model holds some promise in organizing and simplifying motivational strategies such that classroom educators and non-instructional specialists can apply them in their lesson design. The research questions for the study are "How do MUSIC based motivational instructional strategies affect student learning, student effort and the five components of students' motivation within an undergraduate math lesson?" Two sections of a single mathematics course, taught by one instructor, were participants in the study. The treatment section received the MUSIC intervention for the lesson. This research intervention was created by mapping each of the lesson activities to each component in the motivational model, thereby generating motivation enhanced adaptations of lesson activities. Students were tested and surveyed post-lesson for all three variables; subject learning, effort and lesson motivation perceptions. Results of the study inform and facilitate the design and implementation of further engaged lessons based on the MUSIC Model. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2018. / November 8, 2018. / Higher Education, Learning and Motivation, Mathematics Teaching, Motivation and engagement, MUSIC Model of Academic Motivation, STEM Teaching / Includes bibliographical references. / Vanessa Dennen, Professor Directing Dissertation; Stephen McDowell, University Representative; James Klein, Committee Member; Insu Paek, Committee Member.

Makerspaces are fertile grounds for students to develop innovative products infused with STEAM principles and cross disciplinary content knowledge; build technological fluency; and support positive developmental growth. Yet, rarely do Makerspaces prioritize these outcomes. Rather, they tend to revolve around the creation of novel objects using cutting-edge technology; craftwork unhinged from their historical, social, political, or academically-relevant underpinnings; and/or the hacking of so-called “black boxes”. What happens when an educator designs and implements a research-based and content-driven in-school Makerspace? Drawing on field observations, interviews, artifact analysis, and the Developmental Assets Profile (DAP) survey, this mixed methods study explored the experiences of students from two urban middle school classes (n=51) who participated in a social action themed Makerspace called the “Tech Café.” Working from a transformative research perspective, the Tech Café also sought to address the “participation divide”— a term suggesting that higher socioeconomic status students have more opportunity to produce media creatively than students of low socioeconomic status. Qualitative results indicated that students reported increased agency in their ability to effect positive change in their world. They engaged in powerful collaborations with diverse members of the school’s learning community as they worked toward solutions using low- and high-technology tools. Their products included a cigarette smoke detecting shirt, an edible insect bug stand, and a stationary making kit utilizing recycled paper. Student profiles incorporated their chosen social issue; steps and challenges in product creation; and outcomes pertaining to technological fluency and sense of agency to affect change. Findings showed that students may have benefited from scaffolding to deepen their understanding of important social issues through research. Quantitative results of the DAP were statistically analyzed according to measures of Positive Identity, Positive Values, Commitment to Learning, Empowerment, and Social Competencies and indicated that no statistically significant differences existed in the pretest-posttest survey scores of participants (n=30). However, a descriptive analysis of score improvement showed that students who successfully created products in the Tech Café moved to higher DAP score ranges more often than those who did not create products. The study concludes with recommendations pertaining to the implementation of Makerspaces in schools.