Thesis (doctoral)--Universidad de Sevilla, 2001. / Title from PDF title page (viewed Jan. 31, 2007). Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains xi, 193 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 135-151).

Thesis (M.S.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 28, 2006) Includes bibliographical references.

This study was undertaken to serve two purposes. At a theoretical level, it was undertaken to review the concept of interaction in open and distance learning (ODL).The decision to conduct this review grew out of a concern that the current dominant approach to the study of teaching and learning in ODL was focusing on social interaction. This was regarded as a restricted interpretation of the concept, hence the decision to review and revise. At a subsidiary level, the study was aimed at examining teaching and learning in the current teacher education programmes of the University of the West Indies This aspect of the study was undertaken in light of the university's proposed expansion of these offerings in the distance mode. The concept of interaction was seen as the appropriate context for undertaking this examination. Based on a review of the literature, a revised concept of interaction was developed,embodying three separate, yet interrelated types, namely social interaction, leamer media interaction and learner-knowledge interaction. In developing this concept,attention was also paid to the part played by power relations and knowledge from external sources in the functioning of the concept's component parts. It is this reformulated concept that provided the theoretical framework for the examination of the teacher education programmes mentioned above. A research programme comprising two sub-studies was designed and implemented. The first sub-study was an exploratory survey based on selected attributes of social interaction and designed to examine student teachers' perception of their experience as learners. The second was an observation study based on the principles of leamer knowledge interaction and aimed at investigating student-teachers' knowledge-building processes as these revealed themselves within the interpersonal interaction of teachers and learners in an audio-conferencing environment. A key feature of the observation study was the design and implementation of an interpretive framework to guide data analysis. The framework was developed out of the data themselves and comprised two sets of interrelated categories, the one classifying knowledge-building activities and the other, control management functions. Extended data analysis drew on selected aspects of discourse analysis and specifically on the work of Fairclough (1989, 1992) and Potter and Wetherell (1987). The findings derived from the two sub-studies underscored the essential thesis of this study that interaction in distance education is best viewed as a multifaceted phenomenon, and that there is a functional interrelationship among the constituent parts of the concept. The research programme also confirmed the constructivist thesis that people construct rather than acquire knowledge. At the same time, the findings seem to indicate that the imbalance in the power relations between teachers and learners can hinder learners' capability to derive meaning from their learning. The findings also suggest that student-teachers are ambivalent about their roles as learners and that this ambivalence seems, at times, to be reflected in the attempts they make to gain control of the teaching learning situation and to direct their knowledge-building activities. The study proposes specific areas of further research, including a follow-up study to test and refine the interpretive framework used in the observation study, and another to assess the validity of the three-part concept of interaction formulated in this work.

This thesis takes account of using IWB (interactive white board) in modern foreign language teaching, especially in German. In the theoretical part there will be a brief description of IWB possibilities: what software is the best in a particular situation and what are the limits of its use. The practical part will focus on effectiveness in using IWB and show what is necessary to be able to work with IWB effectively: creation of new exercise, slide and whole ?workbook?.

This practice-led research concerns how participatory and dialogic art practice can come to terms with conditions after the Anthropocene (Crutzen & Stoermer 2000), the epoch when humans were recognized as 'an earth-changing force' (Lorimer 2015). These forms of art practice draw heavily on a social-constructivism that emphasizes human cultural endeavour above all else. But if we are to live in an epoch when humans can no longer presume to have mastery over nature (Plumwood 1993), then how can such a anthropocentric practice remain tenable? Indeed, it now seems impossible, inappropriate even, to make such a clear distinction between humans and others things. This is not to claim the end of the human. Rather, it is an invitation to think the 'more-than-human' (Whatmore 2002; 2006), and to ask, who else takes part with us in the social forms enacted through participatory and dialogic art practice after the Anthropocene? In doing so, this research turns towards aspects of new materialism (Dolphijn & van der Tuin 2015), and despite the associated risks - most obviously an accusation of "vulgarity" in insisting on the materiality of relations which subtend cultural and social ones - concludes that the benefits abound as the rest of the universe suddenly becomes our kin (Haraway 2015), our collaborators in research (Barad 2007), participants in art, and interlocutors in dialogue. This research is conducted through art (Frayling 1993), and is presented as a series of artworks and accompanying printed publications. Together, they attempt to admit the more-than-human into art practice - both as things and as a concept.

The subject of theatre is a diverse and flexible subject that requires th$e freedom of expression. This can be engendered in the spatial configuration of its usable spaces. The reinvention of the Drama department inquires into becoming a cultural node within the University by facilitating functional flexible spaces for the rehearsal and performance of theatrical experiences affecting both teh student and the public. / Dissertation (MInt(Prof))--University of Pretoria, 2009. / Architecture / unrestricted

The Groenkloof Nature Reserve to the immediate south of the city is potentially an environmental treasure on Pretoria’s doorstep. Apart from the indigenous flora and fauna and rich history of the reserve, there are existing but poorly-used facilities for recreation, education and adventure sports. At present the huge potential of this area is by no means fully realised. This ambitious design project aims to change this by creating an Interactive Centre in the reserve. Its objective is to design an exciting blueprint for enhancing existing facilities and introducing new ones. The focus of this bold, holistic approach is one of blending, and at times juxtaposing, elements of design in order to harmonise the interior and exterior architecture with the natural landscape. / Dissertation (MInt(Prof))--University of Pretoria, 2007. / Architecture / unrestricted

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