This dissertation investigates the challenges that Deaf adults encounter at the task of learning computer literacy skills. Deaf adults who communicate using South African Sign Language (SASL) come from poor socio-economic backgrounds are not familiar with the written form of English. They rely on interpreters and Deaf teachers to translate written text into SASL for them to learn computer literacy skill. We present our theme of support, in which Deaf people learn via an intermediary, a teacher or facilitator, in intermediated supported learning. We propose a shift from intermediated supported learning to multimedia supported learning which is most appropriate for the context. Using Community-based co-design we implement two systems: an authoring tool to support lesson content creation by the teacher and a mobile prototype that uses sign language videos to provide computer literacy instruction. We evaluate the two systems to evaluate if they support multimedia-supported learning. The authoring tool allowed the facilitator to create tailored lessons for the Deaf learners using pre-recorded SASL videos and images. The Deaf learners demonstrated ability to do self-paced learning while using the mobile system, better suited to Deaf learners with basic exposure to computer literacy skills.

The ubiquity of mobile phones provides an opportunity to use them for learning programming beyond the classroom. This would be particularly useful for novice learners of programming in resource-constrained environments. However, limitations of mobile phones, such as small screens and small keypads, impede their use as typical programming environments. This study proposed that mobile programming environments could include scaffolding techniques specifically designed for mobile phones, and designed based on learners’ needs. A six-level theoretic framework was used to design scaffolding techniques to support construction of Java programs on a mobile phone. The scaffolding techniques were implemented on an Android platform. Using the prototype, three experiments were conducted with 182 learners of programming from four universities in South Africa and Kenya. Evaluation was conducted to investigate: (i) which scaffolding techniques could support the construction of Java programs on a mobile phone; and (ii) the effect on learners of using these scaffolding techniques to construct Java programs on a mobile phone. Data was collected using computer logs, questionnaires, and image and video recordings. It was found that static scaffolding, such as a program overview and constructing a program one part at a time, supported the construction of programs on a mobile phone. It was also found that automatic scaffolding, such as error prompts and statement dialogs, and user-initiated scaffolding, such as viewing of the full program while creating parts of a program, supported learners to construct programs on the mobile phone. The study also found that the scaffolding techniques enabled learners to attempt and complete more tasks than a non-scaffolded environment. Further, the scaffolding techniques enabled learners to complete programs efficiently, and captured syntactical errors early during program creation. The results also indicated that after the initial familiarization with the scaffolded environment, the scaffolding techniques could enable faster completion of programs. Learners’ feedback indicated that they found the scaffolding techniques useful in supporting programming on a mobile phone and in meeting learners’ needs. This study provides empirical evidence that scaffolding techniques specifically designed for mobile phones and designed based on learners’ needs could support the construction of programs on a mobile phone.

Marburg, Univ., Diss., 2009

Digital media has a huge impact on today‟s society. Technologies give opportunities for teachers to access different tasks, exercises, games and videos for teaching students a new language. This also means that teachers have opportunity to conduct more varied lessons to motivate students‟ learning. However, digital media comes with advantages as well as disadvantages. This project will therefore discuss the use of digital media for learning English as a foreign language and discover what teachers thinks about using digital media for teaching. To examine the use of digital media in today‟s school and teachers‟ views of using digital media for learning. This project will carry out interviews and observations on teachers from a selected school. Participants from the selected school are teachers who use digital media regularly to teach Swedish students the English language. Moreover, the participants also discussed the advantages and disadvantages with using of digital media in teaching.

Kontrollbalansräkningen är ett borgenärsskydd vars funktion är att särskilja livsdugliga företag från de som inte är det. Frågan om livsduglighet avgörs av företagets nettotillgångar. Vilka tillgångar som tas upp och hur tillgångarna värderas får därmed en avgörande betydelse för ett aktiebolags fortsätta existensen. Lagen ger ingen närmare beskrivning för hur redovisning av tillgångar ska ske, utan hänvisar till god redovisningssed. Vad som utgör god redovisningssed blir således viktigt för att avgöra nettotillgångarnas storlek och i förlängingen företags livsduglighet. Särskilda problem inom redovisningen återfinns vid värdering av immateriella tillgångar. Studiens syfte är därför att undersöka hur immateriella tillgångar kan klassificeras och värderas enligt god redovisningssed i kontrollbalansräkningar.För att besvara studiens syfte gjordes en kvalitativ innehållsanalys. Dokument som ansågs svara för god redovisningssed i form av RedR 2, K2, K3 samt rättsfall analyserades för att undersöka vad som torde vara de lege lata vid redovisning av immateriella tillgångar i kontrollbalansräkningar.Vår slutsats är att företag som i den ordinarie redovisningen tillämpar K2-regelverket i kontrollbalansräkningar har rätt att välja att redovisa immateriella tillgångar enligt K3-regelverket. Immateriella tillgångar med ett påvisbart försäljningsvärde som i den ordinarie redovisningen inte får tas upp kan redovisas i en kontrollbalansräkning. Utöver ovan slutsatser har även framförts vad som borde gälla de lege ferenda, då immateriella anläggningstillgångar i vissa fall torde kunna värderas till nyttjandevärde. / Program: Civilekonomprogrammet

Under året 2009 publicerade den internationella organisationen IASB ett internationellt redovisningsregelverk under namnet IFRS for SMEs. Denna självständiga redovisningsstandard komma att ligga till grund för det svenska redovisningsregelverket K3, som är avsett för icke börsnoterade små och medelstora företag som upprättar årsredovisning. BFN började år 2004 med ett nytt arbete med normgivning för icke börsnoterade företag, ett regelverk som kallas K-projektet vars syfte är att förenkla redovisningsarbetet. Samtliga onoterade företag som är bokföringsskyldiga skall innefattas, och beroende på företagets storlek och utformning delas de in i olika kategorier (K1-K4).I september 2010 skickade BFN ut en komplettering av K3 på en redan utskickad remiss. I kompletteringen återfanns det bland annat förslag med kapitel 11 och kapitel 12, som tar upp värderingar och redovisningsprinciper för finansiella instrument. Remissen skickades ut till 34 institutioner och av dessa svarade 20. Vi har behandlat samtliga svar.Syftet med uppsatsen har varit att undersöka och redogöra för de olika attityderna som de olika instanserna har yttrat i sina remissvar gällande kapitel 11 och kapitel 12 ur K3-regelverket. Studien är av kvalitativ karaktär med en induktiv ansats, där empirin har bestått av institutionernas remissvar.Instansernas attityder har varit av olika karaktär och detsamma gäller mängden av synpunkter som har framförts. Resultatet av studien visar att en minoritet anser att användarvänligheten i kapitel 11 och 12 är undermålig. Vår slutsats är att varken kapitel 11 eller kapitel 12 i dagsläget är tillräckligt välutvecklat. Vi är av den uppfattningen att mer arbete måste läggas ner när det kommer strukturen och värderingen kring finansiella instrument trots att majoriteten av intressenterna sammantaget har positiva synpunkter kring regelverket. / Program: Civilekonomprogrammet

The objective of this project was to test the efficacy of using Extensible Markup Language (XML) - in particular the DocBook 5.0b5 schema - and Extensible Stylesheet Language Transformation (XSLT) to render electronic courseware that can be dynamically re-formatted according to a student’s individual learning style. The text of a typical lesson was marked up in XML according to the DocBook schema, and several XSLT stylesheets were created to transform the XML document into different versions, each according to particular learning needs. These learning needs were drawn from the Felder-Silverman learning style model. The notes had links to trigger JavaScript functions that allowed the student to reformat the notes to produce different views of the lesson. The dynamic notes were tested on twelve users who filled out a feedback questionnaire. Feedback was largely positive. It suggested that users were able to navigate according to their learning style. There were some usability issues caused by lack of compatibility of the program with some browsers. However, the user test is not the most critical part of the evaluation. It served to confirm that the notes were usable, but the analysis of the use of XSLT and DocBook is the key aspect of this project. It was found that XML, and in particular the DocBook schema, was a useful tool in these circumstances, being easy to learn, well supported and having the appropriate structure for a project of this type. The use of XSLT on the other hand was not so straightforward. Learning a declarative language was a challenge, as was using XSLT to transform the notes as necessary for this project. A particular problem was the need to move content from one area of the document to another - to hide it in some cases and reveal it in others. The solution was not straightforward to achieve using XSLT, and does not take proper advantage of the strengths of this technology. The fact that the XSLT processor uses the DOM API, which necessitates the loading of the entire XML document into memory, is particularly problematic in this instance where the document is constantly transformed and re-transformed. The manner in which stylesheets are assigned, as well as the need to use DOM objects to edit the source tree, necessitated the use of JavaScript to create the necessary usability. These mechanisms introduced a limitation in terms of compatibility with browsers and caused the program to freeze on older machines. The problems with browser compatibility and the synchronous loading of data are not insurmountable, and can be overcome with the appropriate use of JavaScript and the use of asynchronous data retrieval as is made possible by the use of AJAX.

Freiburg i. Br., Univ., Diss., 2008.

Orchestration of learning involves the real-time management of activities performed by educators in learning environments, with a particular focus on the effective use of technology. While different educational settings present unique problems, the common challenges have been noted to primarily be as a result of multiple heterogeneous activities and their associated intrinsic and extrinsic constraints. In addition to these challenges, this thesis argues that the complexities of orchestration are further amplified due to the ad hoc nature of the approaches and techniques used to orchestrate learning activities. The thesis proposes a streamlined approach to technology-driven orchestration of learning, in order to address these challenges and complexities. Specifically, the thesis proposes an organised approach that focuses on three core aspects of orchestration: activity management, resource management and sequencing of learning activities. Orchestration was comprehensively explored in order to identify the core aspects essential for streamlining technology-driven orchestration. Proof-of-concept orchestration toolkits, based on the proposed orchestration approach, were implemented and evaluated in order to assess the feasibility of the approach, its effectiveness and its potential impact on the teaching experience. Comparative analysis and guided orchestration controlled studies were conducted to compare the effectiveness of ad hoc orchestration with streamlined orchestration and to measure the orchestration load, respectively. In addition, a case study of a course that employed a flipped classroom strategy was conducted to assess the feasibility of the proposed approach. The feasibility was further assessed by integrating a workflow, based on the proposed approach, that facilitates the sharing of reusable orchestration packages. The results from the studies suggest that the streamlined approach is more effective when compared to ad hoc orchestration and has a potential to provide a positive user experience. The results also indicate that the approach imposes acceptable orchestration load during scripting of learning activities. Case studies conducted in authentic educational settings suggest that the approach is feasible, and potentially applicable to useful practical usage scenarios. The long-term implications are that streamlining of technology-driven orchestration could potentially improve the effectiveness of educators when orchestrating learning activities.

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