abstract: In this study, I investigate how secondary reclassified ELLs use the Learning Management System Schoology in three secondary English classrooms. Particularly, I focus on the digital literacy practices reclassified ELLs use as they navigate Schoology to complete a multi-page research paper. In examining the digital literacy practices of secondary reclassified ELLs who have recently exited the language development program, I add to research in the fields of New Literacies and Multiliteracies, sociocultural approaches to learning, and identity studies. In this qualitative study, I employed ethnographic techniques (i.e., data collection, participant observation, interviewing, and collection of archived material and digital artifacts stored in Schoology). I drew from communities of practice and identity frameworks to examine focal participants' literacy practices when participating in the online space of Schoology and provided screenshots to showcase this participation. I examined email exchanges that were co-created by teacher and student that demonstrated their reliance on a digital tool to continue the teaching and learning processes. I exhibit screenshots of focal participants' engagement with the revision process as they used Schoology’s and Microsoft Word's digital editing tools. Finally, I examined focal participants' participation in Schoology's online discussion forum to highlight how they revealed aspects of their identities and performed these identities in a mainstream-learning environment as well. My analysis establishes that focal participants' access to an LMS like Schoology and other digital spaces (e.g., email) supports the language learning and literacy practices of reclassified ELLs. In addition, my analysis of focal participants' digital and communication practices shows that they contributed to their agency, positioned themselves as empowered and knowledgeable learners, and performed the role of "peer as mentor" when providing feedback to their peers. Finally, in my analysis of focal participants' inventories of digital literacy practices, I discovered that their engagement in Schoology for the purposes of learning and communication reinforced their language learning, both traditional and digital literacies, and overall academic achievement. Findings of this study emphasizes the importance of technology integration at the secondary level so that all students have equal access to digital and multimodal ways of learning in today's digital age. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2017

nÃo hà / Discorre sobre o emprego da avaliaÃÃo em larga escala, em especial o Sistema de AvaliaÃÃo de Desempenho Escolar de Jaguaruana â CE (SADEJ), como instrumento para melhorar a prÃtica pedagÃgica. O SADEJ procura fornecer informaÃÃes sobre o desempenho de discentes e docentes. Os resultados subsidiam aÃÃes interventivas de carÃter administrativo e pedagÃgico para superar os desafios apontados pelo ato avaliativo. Com efeito, parte do entendimento de que avaliaÃÃo, quando utilizada como instrumento norteador da gestÃo da aprendizagem, pode contribuir para a prÃtica pedagÃgica e melhorar a qualidade do ensino e, consequentemente, a prÃpria aprendizagem. Assim, o estudo teve como objetivo geral compreender a repercussÃo dos resultados originados pelo SADEJ para aprimorar a prÃtica pedagÃgica e a gestÃo da aprendizagem no ensino fundamental em escolas pÃblicas municipais de Jaguaruana- CE, no perÃodo 2011 e 2012. Especificamente tÃm-se os seguintes objetivos: descrever desde a estrutura de criaÃÃo e implantaÃÃo da experiÃncia avaliativa nas escolas atà a metodologia de coleta, tratamento, apresentaÃÃo dos dados; analisar como a Secretaria de EducaÃÃo se apropria dos resultados obtidos pela avaliaÃÃo proposta para reestruturar as aÃÃes administrativo-pedagÃgicas; explicitar, na percepÃÃo dos professores, as implicaÃÃes do Sistema na aÃÃo docente; avaliar as contribuiÃÃes do SADEJ no desempenho observado no ensino fundamental. A metodologia utilizada seguiu a abordagem quantiqualitativa de natureza bibliogrÃfica e de campo. Para coleta de dados, recorreu-se à utilizaÃÃo de entrevistas semiestruturadas e questionÃrio. Como recurso para compreensÃo dos resultados utilizou-se, respectivamente, a anÃlise de conteÃdo (RODRIGUES) para as respostas emitidas e o software SPSS (Statistical Pakage for the Social Sciences) versÃo 15.0 do aplicativo Windows para anÃlise do questionÃrio. A amostra foi composta por 129 sujeitos que lecionam nas escolas de ensino fundamental da rede municipal de ensino de Jaguaruana- CE e sete membros da equipe do SADEJ. Os resultados apontam que a avaliaÃÃo em larga escala por si, nÃo melhora o desempenho dos alunos, tampouco a aprendizagem, mas as aÃÃes posteriores a esse tipo de avaliaÃÃo que se utiliza dos resultados para fundamentar as decisÃes podem contribuir para a qualidade do ensino e otimizaÃÃo dos indicadores de desempenho e aprendizagem. Essa contribuiÃÃo à prÃtica pedagÃgica ficou evidente na proposta do SADEJ. A repercussÃo das aÃÃes executadas apÃs a divulgaÃÃo dos resultados à sensÃvel nas taxas de crescimento nos indicadores aferidos pelo IDEB e pela Prova Brasil. / Discusses the use of large-scale assessment, especially System Performance Assessment School Jaguaruana - CE (SADEJ) as a tool to improve teaching practice. The SADEJ seeks to provide information on the performance of students and teachers. The results provide interventive actions of an administrative and teaching to overcome the challenges identified by the evaluative act. Indeed, part of the understanding that assessment, when used as a guiding instrument for learning management, can contribute to pedagogical practice and improve the quality of teaching and hence learning itself. Thus, the study aimed to understand the impact of the results derived by SADEJ to improve pedagogical practice and the management of learning in basic education in public schools Jaguaruana-CE, between 2011 and 2012. Specifically have the following objectives: to describe the structure from the creation and deployment of evaluative experience in schools to the methodology of collection, treatment, presentation of data, analyze how the Department of Education appropriates the results obtained by the proposed evaluation to restructure administrative and pedagogical actions; explicit, in the perception of teachers, the implications of the system in teaching activities; SADEJ evaluate the contributions of the observed performance in elementary school. The methodology followed the approach of quantitative-bibliographical and field. For data collection, we resorted to the use of semi-structured interviews and questionnaires. As a resource to understand the results, we used, respectively, the content analysis (RODRIGUES) for responses issued and SPSS (Statistical Package for the Social Sciences) version 15.0 Windows application for analysis of the questionnaire. The sample consisted of 129 subjects who teach in elementary schools in the municipal education Jaguaruana-CE seven team members SADEJ. The results show that the large-scale assessment by itself, does not improve student performance, nor learning, but the actions subsequent to this type of evaluation which uses the results to inform decisions can contribute to the quality of teaching and optimization performance indicators and learning. This contribution to the pedagogical practice was evident in the proposed SADEJ. The impact of the actions taken after the disclosure of the results is sensitive in growth rates as measured by the indicators and the Proof IDEB Brazil.

Orientador: Leo Pini Magalhaes / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Eletrica e de Computação / Made available in DSpace on 2018-08-15T10:09:55Z (GMT). No. of bitstreams: 1 Cunha_AnaAparecidaSimoesda_M.pdf: 7221217 bytes, checksum: 77589c142f55ee35e2bdc62e20ea3213 (MD5) Previous issue date: 2009 / Resumo: Apesar da presença crescente de equipes de trabalho e de sua importância nas corporações, cerca de 50% das iniciativas de trabalho em equipe ainda falham pois os profissionais não estão preparados para atuar de forma colaborativa. Isso indica que não apenas as habilidades técnicas, mas também as sociais deveriam ser aprendidas na escola. Este trabalho descreve um modelo conceitual para um ambiente de aprendizagem colaborativa apoiada por computador, em que os estudantes são estimulados a se ajudar mutuamente para desenvolver a interdependência positiva, a responsabilidade coletiva, a interação contributiva, as habilidades sociais (liderança, tomada de decisão, construção de confiança, comunicação, gerenciamento de conflitos, etc.) e o processamento da equipe. A infra-estrutura de suporte do modelo é baseada nas áreas chave da aprendizagem colaborativa apoiada por computador: Coordenação, Percepção, Comunicação e Colaboração / Abstract: Despite the growing use and importance of work teams, about 50% of all workplace team initiatives fail because the employees are not prepared to work collaboratively. This indicates that not only the technical skills, but the social ones should be learned at school. None of the existing Learning Management Systems evaluated, presented tools to foster collaboration among students, thus, this work describes a model for a collaborative learning environment, wherein students are stimulated to help each other to develop the positive interdependence, individual accountability, promotive interaction, social skills (Leadership, decision-making, trust building, communication, conflict-management, etc) and group processing. The infrastructure which supports the model is based on the main areas of collaborative learning: Coordination, Awareness, Communication and Collaboration / Mestrado / Engenharia de Computação / Mestre em Engenharia Elétrica

Cloud computings framväxt har möjliggjort tillhandhållande av datorresurser online och erbjuder två väsentliga egenskaper, dels upplevda oändliga resurser och dels betalning per resursförbrukning. Lärplattformar används idag i stor utsträckning av de svenska universiteten och högskolorna som studieverktyg. Detta medför bättre möjligheter för distanskurser och e-inlärning. Att kombinera cloud computing med en lärplattform är idag möjligt och bör därför ge skolorna fördelar. Om lärplattformen driftas som molntjänst av extern leverantör bör också kraven se annorlunda ut. Syftet med uppsatsen är att utreda om det finns några incitament för att hyra en lärplattform som molntjänst och även att utreda om kraven ser annorlunda ut på en hyrd molntjänst. En fallstudie genomfördes på Uppsala universitet och Högskolan Dalarna, detta för att jämföra en lärplattform installerad på egen server med en lärplattform som hyrd molntjänst. Resultatet av studien bevisar att det finns fördelar med att hyra en lärplattform som molntjänst. Vad gäller kraven är det inte mycket som skiljer, ett viktigt krav när driften ligger hos en leverantör är att det finns en bra dialog och att organisationen litar på leverantören. / The growth of cloud computing has enabled the provision of computer resources online and offers two essential characteristics, illusion of infinite supply and pay-per-use. Learning management systems are currently used extensively by the Swedish universities as learning tools. This brings better opportunities for distance courses and e-learning. To combine cloud computing with a learning management system is now possible and should therefore give the schools benefits. If the Learning management system is hosted as a cloud service by an external provider, so should the requirements be different. The purpose of this paper is to investigate whether there are any incentives for rent a learning management system as a cloud service and also investigate if the requirements are different in a rented cloud service. A case study was conducted at Uppsala University and Dalarnas University, in order to compare a learning management system installed on their own server with a learning management system rented as a cloud service.  The result of the study proves that there are advantages to rent a learning management system as a cloud services. In terms to the requirements, there are no great differences. An important requirement when the learning management system is hosted by a supplier is that there is a good dialogue and that the organization relies on the supplier.

The implementation of a Course Management System into an educational institution oriented to students with learning disabilities such as ADHD,  represents a big challenge since these students experience persistent impairments in attention (or concentration) that impact negatively on their learning outcomes, engagement and motivation. It’s crucial to adapt and enhance these environments having in consideration the students’ special learning needs, in order to improve their user experience and engagement during their learning process. This thesis address the design and development of gamified layer that brings a current analog gamification practice into a Course Management System Environment, Google Classroom (GC). The prototype developed retrieves, transforms and shows the GC data in form of game elements such as points, badges, and progress bars, among others. After using the prototype during three weeks, the students showed an easy familiarization with the gamified layer of GC and an active participation and persistence during their course activities.

The purpose of this study is to investigate the status quo of the integration of Information and Communication Technology (ICT) in Swaziland Mathematics and Science form four classrooms. The rationale is to understand the status in order to propose an appropriate strategy for policy and practice in education. The research design is a survey conducted in the Manzini region, the most central, largest region with the largest number of schools. The study focused on all schools that had computers for the purpose of education. There were 149 participants from 43 schools. All Mathematics, Science, and ICT teachers were included in the study, including head teachers. The study instruments were adapted from the Second Information Technology in Education Study (SITES) undertaken under the auspices of the International Association for the Evaluation of Educational Achievement. Permission to adapt South African instruments was granted through the Centre for Evaluation and Assessment at the University of Pretoria. Four types of questionnaires were adapted and used. The data was analysed using descriptive statistics. The study revealed that very little had been done by Swaziland to integrate ICT in Mathematics and Science classrooms. The status quo indicated that the Student Computer Ratio was very high (14:1). In terms of ICT literacy 67% of the ICT teachers were diploma holders, 72% of the Mathematics, 78% of the Science teachers had no ICT qualification and most of vi the learners were not competent. The computers were found old and out of date and lacking maintenance. The lack of School ICT policy as a possible factor that could explain the pedagogical use of ICT was found to be a major obstacle in the integration of ICT in the classrooms, and this was a major thematic area that has to be addressed. This is viewed as an obstacle by Mathematics, Science and ICT teachers together with their principals. The elimination of this obstacle could possibly ensure sufficient funding, appropriate knowledge and skills, efficient leadership, proficient teachers and competent students, and thereby give impetus to ICT integration in Mathematics and Science classrooms. It was then concluded that Mathematics and Science teachers do not integrate ICT in their practice, despite being core subjects. The channelling of more resources by government to ICT education was strongly recommended. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / unrestricted

The purpose of the study is to explore students’ experiences of WebCT at the University of Pretoria. In order to find out about these experiences, the Department of Telematic Learning and Education Innovation administered a web-based survey to students at the University of Pretoria. At the end of each semester students are requested to complete WebCT Experience Survey voluntarily. The WebCT Experience Survey includes both qualitative and quantitative data for research (TLEI Annual Report, 2003). The focus of this research is more on qualitative data which includes the open-ended questions. The researcher used conceptual analysis to evaluate the open-ended questions in the survey (Busch et al., 2005). The challenges and benefits were coded for their frequency and relevance. The researcher then identified codes to identify the benefits and challenges of students using WebCT. The findings of the research were grouped in terms of technical, facilitation and content issues. The study indicates that students benefited from using WebCT. / Dissertation (Magister Educationis (Computer-Integrated Education))--University of Pretoria, 2007. / Curriculum Studies / unrestricted

The rapid convergence of collaborative technologies, democratisation of digital communication and consumerisation of Smart Grid infrastructure (i.e.: smart metering and distribution substation automation) have faltered the efficacy of centralised command-and-control and its insular sub-culture. For complex firms in today's creative economy, this infers that management innovation (MI)—“an induced managerial capacity to search for novel ways to create value”, is rapidly becoming liabilities unless it is innovatively managed for overcoming the inertia of discontinuity opportunities. The raison d'être of this thesis is to investigate the generative managerial processes through which MI can be fostered for experimentation and innovatively managed for acceleration. It comprises four qualitative case studies that involved in-depth interviews, surveys, public records and archival documentaries of four Canadian energy and utilities organisations. The conclusions are fascinating both expected and unanticipated. I found that many, if not most, of the contemporaneous routines of pyramidal target-setting and benchmark-driven cultures are ubiquitously evident. Business planning and risk management still function, albeit the objects of those tenets are different. These quasi-objects include, but are not limited to, organic structures, web-enabled paradigm, pragmatic mindset of middle-down-up crowdsourcing and fragmented evaluation of efforts to evoke the innovative management of management innovation (IMMI). Further adjacent to the quest for driving renewed growth, a new governing dynamic is hinging upon the IMMI that forges a pattern for resiliency and sustainability. Managers capitalise on the epistemic IMMI to regain competitive advantage while enduring endogenous fiefdoms and exogenous disruptions. They catalyse information semantically, harness collective capability effectively, stage prolifically faster MI experimentations and accelerate the cycle of MI more pervasively. I henceforth propose a unified managerial process, dubbed the "Cloverleaf 4S Model" (Strategise—Synchronise—Steward—Sustain). Implicit in this approach, managers believe that their finely-tailored practices epitomise an evolutionary process of deliberate selection in the pursuit for distinctive MI capabilities and expanding authority dynamics in the managership. This allows for self-adaptive mechanisms shifting from silos to swarming as well as the indigenous aspects of IMMI practices—exaptation, cognitive flexibility, speed to adaptation and executional excellence. The implication of this study presents heuristical insights to managers in galvanising perennial innovation and unlocking their IMMI to build an agile, intelligent enterprise.

With rapid development of science and technology, introduction of the ICT different methodologies into the learning environment today becomes one of the most important factors. Application of IT tools in classroom learning in and methodology for teaching and learning processes creates number of issues, which could be solved with the help of online Learning Management System (LMS). This paper presents experiment results using of Moodle, at the course of Linear algebra and analytic geometry (LAAG) in the first semester of 2010-2011 and 2011-2012 study year. The paper presents quantitative and qualitative rationale interdependence analysis and experiment conclusion based on midterm and final exam results of the freshman students of the National University of Mongolia.

Der Einsatz digitaler Medien hat in der nationalen Hochschullehre Tradition. Lernmanagementsysteme (LMS), E-Learning, Blended Learning, etc. sind Schlagwörter im Hochschulalltag. Allerdings stellt sich die Frage, was LMS und Blended Learning im Zeitalter digitaler Vernetzung und der herangewachsenen Generation der “Digital Natives” leisten (können bzw. sollen)? Die Verbreitung neuer Technologien im Zusammenhang mit neuen Lehr- und Lernkonzepten wie OER, MOOCS, etc. macht zudem die Entwicklung von Analytics-Instrumenten erforderlich. Das ist auch im nationalen Diskurs von großem Interesse und legt neue Handlungsfelder für Hochschulen offen. Doch es stellt sich die Frage, warum Learning Analytics (LA) bzw. Academic Analytics (AA) bisher nur in einem geringfügigen Maße an deutschen Hochschulen erfolgreich zum Einsatz kommen und warum eine Nutzung insbesondere in LMS, wie zum Beispiel OPAL, nicht ohne Weiteres realisierbar erscheint. Hierzu sollen Einflussfaktoren, die die Implementierung von LA- und AA-Instrumenten hemmen, identifiziert und diskutiert werden. Aufbauend darauf werden erste Handlungsfelder vorgestellt, deren Beachtung eine verstärkte Einbettung von LA- und AA Instrumenten in LMS möglich machen soll.