Svenska skolan digitaliseras och fler skolor använder digitala lärplattformar för att hantera allt ifrån administrativa sysslor till kommunikation kring specifika uppgifter mellan lärare och elev. Dessa lärplattformar följer inga statliga direktiv eller kravspecifikationer, utan utformning styrs av skolledningens uttryckta behov. Målet med denna studie är dubbelt, dels att skapa en djupare förståelse för hur matematiklärare på gymnasiet arbetar med bedömning i dagsläget och hur de upplever att lärplattformar passar in i detta arbete; dels att förstå om arbetet med bedömning går i linje med Skolverkets direktiv för bedömning. Då kunskapskrav och bedömningskriterier skiljer sig mellan ämnen begränsades studien till endast matematiklärares arbete och åsikter. För att undersöka detta intervjuades gymnasielärare som använder digitala lärplattformar i sitt vardagliga arbete. Utöver intervjuerna har denna studie använt sig av en enkätundersökning i enlighet med blandade metoder för att få en bredare bild av lärares åsikter. Enkäten skapades digitalt och distribuerades via sociala medier till aktiva lärare för att få en generell bild av problematik inom bedömning som uppmärksammades under intervjuerna. En jämförelse mellan lärares bedömningsprocess och Skolverkets allmänna råd och riktlinjer utfördes för att förstå och presentera strukturer inom bedömningsprocessen. Studiens resultat visar att matematiklärarna till viss del är nöjda med bedömningen på lärplattformar. De ser det som fördelaktigt att dokumentera digitalt men anser att det finns förbättringar att göra. Mycket tyder på att upplevda problem inte ligger hos lärplattformar utan hos ledningen som beställare av dessa samt utbildningen kring implementeringen av dem. Studiens resultat visar även att lärare i större utsträckning jobbar med själv- eller kamraträttning om de har tillgång till verktyget Kunskapsmatrisen samt använder egna kalkylark för summativ bedömning och dokumentation. I en stor utsträckning följer lärares bedömningspraktik Skolverkets råd och riktlinjer, detta beror troligen på att råd och riktlinjer är löst formulerade för att täcka in ett stort spektrum av lärarpraktiker. Diskussioner internt på skolor är ett av råden som inte följs enligt 18% av lärarna men ökade samtal och utbildning för lärare skulle kunna vara gynnsamt för deras användning av lärplattformar vid bedömning. Denna studie har bidragit med nya infallsvinklar att undersöka lärplattformar via för att få en bättre uppfattning av deras roll i bedömningen och digitaliseringen av skolan. / The Swedish school is being digitized and many schools use digital learning platforms to manage everything from administrative tasks to communication of specific tasks between teachers and students. However, these platforms do not follow any government directives or requirement specifications. Instead the platforms’ design is governed by the school management's expressed needs. This can lead to less fair and equivalent grades on a national scale since the platform dictates how grading is performed and structured to some extent. The goal of this study is twofold. First, it aims to create a deeper understanding of i) how mathematics teachers at the upper secondary school work with assessment in their current teaching practices and ii) teachers experiences of how digital platforms fit into their work with assessment. This study also aims to investigate whether the teachers’ work with assessment follows Skolverket’s (the National Agency for Education in Sweden) directives for assessment. This study limits itself to only examining the work and experiences of teachers in mathematics. To investigate teacher’s opinions and experiences of grading, six upper secondary teachers in mathematics were interviewed. Based on the interviews, a questionnaire survey was developed to quantify collected qualitative data. The questionnaire was created digitally and distributed online via social media to practicing teachers. 50 teachers answered the questionnaires. A comparison between the teachers' assessment process and Skolverket's directives and guidelines was performed to problematize structures within the assessment process. The study's results show that teachers to a greater extent let students assess their own work if the teachers have access to the tool Kunskapsmatrisen. Most teachers use private spreadsheets for documenting summative assessment. The guidelines set by Skolverket are followed to a wide extent but this can be because the guidelines are designed to cover a broad range of teaching practices. Internal discussions is one of the guidelines that isn’t followed by 18% of teachers while increased discussions and training for teachers could be beneficial for their ability to implement platforms in their work with assessment. The study concludes that teachers for the most part are satisfied with their work regarding grading on learning platforms. They appreciate the ability to document results online but express that several improvements still have to be made. The results indicate that the responsibility for the platforms’ shortcomings is partially caused by the schools’ board whom is responsible for purchasing and implementation of platforms. This study offers new viewpoints worth investigating in order to further better the understanding of learning platforms and their role in assessment.

This study showcases the perceived affordances of learning management systems (LMS)in the private sector and in the non-academic public sector. The qualitative study consisted of 9 interviews of industry professionals. The semi-structured interviews captured current practices of how LMS were utilized within their organization as well as the perceived benefits that their organization obtained by utilizing an LMS. The findings showcased that the affordance category with the highest overall frequency was Operations Management 3. The affordance type with the highest overall frequency was Operational Process OM3, and the code with the highest overall frequency was Professional Development OD1-OL.

Flera lärosäten erbjuder distansutbildningar, det betyder att någon typ av webbaserat verktyg används. Verktyget, en så kallad lärplattform, fungerar som ett stöd för lärande, undervisning, administration samt kommunikation genom olika funktioner. En lärplattform är kopplingen mellan lärare och studenten i en distanskurs.  Tidigare forskning visar på att det finns bristande kunskaper i att planera och genomföra en distanskurs med stöd av en lärplattform bland lärare. Forskning kring lärares teknikkunskaper, färdigheter samt användandet av en lärplattform bland högre utbildning är låg och behöver forskas vidare på. Studien undersöker vilka befintliga funktioner i en lärplattform lärarna väljer att använda för att planera och genomföra en distanskurs. Där syftet med studien är att få en förståelse för vilka strategier lärare använder för att planera och genomföra en distanskurs med stöd av en lärplattforms befintliga funktioner. Studien utgick från en kvalitativ interpretativ ansats där datainsamlingsmetoden semistrukturerade intervjuer genomfördes. Sju lärare på Högskolan i Halmstad intervjuades individuellt. För att analysera empirin skapades en kodbok med litteraturdrivna kodord ur ett teknopedagogiskt perspektiv. Svaret på studiens frågeställning är att lärare använder huvudsakligen tre olika strategier för att planera och genomföra en distanskurs med stöd av en lärplattform. / Several universities offer distance education, which means that they use some type of web-based tool. The tool, known as a Learning Management System (LMS), acts as a support for learning, teaching, administrating and communicating through different features. The LMS is the connection between teacher and student, a platform used to distribute course material and to communicate. Previous research shows that there is a lack of knowledge among teachers on how to plan and implement a distance education with the support of a LMS. The knowledge about LMS usage in practice at higher education are low and needs to be researched further. The study examines the existing features of a LMS that teachers choose to use, to plan and implement a distance education course. The purpose of this study is to gain an understanding of which strategies teachers use when planning and implementing a distance learning course with the support of a LMS existing features. The study used a qualitative interpretive approach in which the data collection method, semi-structured interviews were conducted. Seven teachers at Halmstad interviewed individually. To analyze the empirical data a codebook was created with literature oriented code word from a technological pedagogical perspective. The answer to the study's question is that teachers mainly use three different strategies to plan and implement a distance learning course with the support of a LMS.

Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2018. / Rapid advances in information technology and the Internet continue to create higher education learning solutions for the networked-world learner. Given the potential of these resources, opportunities and initiatives must be seized to promote the enhancement of student learning in higher education. The promise of faster communication networks and changes in students’ expectations have rendered urgent the understanding of technology and online learning for use in studio-based teaching and learning spaces in the networked global village of the 21st century. Paradoxically, however, the use of e-learning solutions in design-related education remains limited. In studio-based courses such as graphic and architectural design, for example, the facilitation of learning through electronic media at South African universities ranges from the minimal to the non-existent. A hands-on approach to studio-based teaching and learning is preferred, supported by the argument that it is hard to facilitate experiential learning through semi-synchronous online tools. The danger of this unsubstantiated model of thinking is that it is likely to lead to under-usage of Learning Management System (LMS) tools by educators in studio-based teaching and learning spaces. The problem is that no research has been done on this area in South Africa that is capable of providing conclusive evidence on which corrective measures can be based. Hence, the aim of this study is to understand the reasons for the limited adoption and use of LMSs in studio-based teaching and learning in South African higher education design-related disciplines. Within the interpretive epistemological paradigm, a qualitative research approach was adopted to source and analyse interview data from design students and lecturers at the Cape Peninsula University of Technology (CPUT). An Activity Theory (AT) analytical framework was employed. The findings suggest that reservations regarding the use of LMSs are more a function of prevailing perceptions than they are substantive. Unfounded negative assumptions about the functionality, relevance (usefulness), accessibility and ease of use of the systems emerged as the leading constructions of and explanations for the challenges faced. The study provides not only clarity on LMS usage patterns in studio-based educational spaces, but also useful comparative data on how an activity theory-grounded in ActAD framework can enhance the analysis of LMS activities in studio-based teaching and learning within the curricula for subjects like graphic design and architecture.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-06-01T12:42:29Z No. of bitstreams: 1 Claudini Fabrícia Maurer.pdf: 2369985 bytes, checksum: 8f8377049da7241739cf2d61b993d79a (MD5) / Made available in DSpace on 2015-06-01T12:42:29Z (GMT). No. of bitstreams: 1 Claudini Fabrícia Maurer.pdf: 2369985 bytes, checksum: 8f8377049da7241739cf2d61b993d79a (MD5) Previous issue date: 2014-03-25 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente trabalho propõe-se a responder à seguinte questão geral de pesquisa: em que medida o conceito de transmídia pode contribuir para a organização de materiais em Ambientes Virtuais de Aprendizagem? Para tanto, buscamos responder, ao longo do trabalho, às perguntas desmembradas da questão geral: ao considerarmos um AVA um gênero digital, que aspectos devem ser analisados para compreendermos sua macroestrutura? Como se caracteriza a lógica da narrativa transmídia? Como organizar um Plano de Aula para EaD a partir da lógica da narrativa transmídia? A metodologia da pesquisa prevê as seguintes etapas: a) pesquisa bibliográfica sobre a) Cibercultura, tomando como fundamentação teórica os autores Lévy (1999), Santaella (2004); b) Narrativa Transmídia, tendo Jenkins (2009) como autor-base; c) Gênero Digital, fundamentando-se em Marcuschi e Xavier (2004), Marcuschi (2008) e Marcuschi (2005); b) observação estruturada não participante realizada durante catorze aulas para conhecer o AVA Moodle, os participantes e as interações que ali ocorrem; c) pesquisa-ação, ao elaborar e aplicar um plano de ensino durante seis aulas e, posteriormente, ao reelaborar o plano de aula, tendo como fundamento os princípios para a lógica da narrativa transmídia fundados em Jenkins (2009b) e os princípios mais gerais de elaboração de materiais para ambientes digitais de Lopes e Alves (2011), bem como as recomendações de Laurel (2001). / This study aims to answer the following general research question: to what extent the concept of transmedia can contribute to the organization of materials in Virtual Learning Environments? In the end, we seek to answer, throughout the work,questions dismembered the general question: when considering a LMS a digital genre, which aspects should be analyzed to understand its macrostructure? How to characterize the logic of transmedia storytelling? How to organize a Lesson Plan for Distance Learning from the logic oftransmedia storytelling? The research methodology includes the following steps: a) research bibliography on a) Cyberculture, taking as the theoretical reasoning the authors Lévy (1999), Santaella (2004); b) Transmedia Storytelling, Jenkins (2009) as author – based; c) Digital Genre, based on Marcuschi and Xavier (2004), Marcus chi (2008) and Marcuschi (2005); b) structured non-participant observation performed during 14 lessons to meet the LMS Moodle, the participants and the interactions that occur there; c) action research, to develop and implement an educational plan for six classes and, subsequently, to rework the lesson plan, taking as a basis the principles for the logic of transmedia narrative founded in Jenkins (2009b) and the most general principles of preparation of materials for virtual environments of Lopes and Alves (2011), as well as the recommendations of Laurel (2001).

Submitted by Mariana Dornelles Vargas (marianadv) on 2015-06-12T18:18:09Z No. of bitstreams: 1 Lucas Monteiro Braz da Silva.pdf: 1409633 bytes, checksum: 4b22de3bf064561d7a0dcaca655b89fd (MD5) / Made available in DSpace on 2015-06-12T18:18:09Z (GMT). No. of bitstreams: 1 Lucas Monteiro Braz da Silva.pdf: 1409633 bytes, checksum: 4b22de3bf064561d7a0dcaca655b89fd (MD5) Previous issue date: 2012-03-19 / Nenhuma / Sites de redes sociais são ótimas ferramentas para agregar e aproximar pessoas, no sentido de que elas oferecem diversas formas de interação, provendo a seus participantes facilidade de comunicação e a possibilidade de criarem discussões, comentários e compartilharem recursos que considerem relevantes. A popularidade desses sites é indiscutível. Com milhares de novos usuários todos os dias, exercem bastante atração especialmente entre os mais jovens, que muitas vezes passam a incorporá-los ao seu cotidiano e os utilizam para discutir sobre os mais variados temas. Diante disso, muitos pesquisadores têm se dedicado a investigar se o uso desses sites no contexto de ensino formal seria benéfico. Embora as pesquisas nessa área sejam ainda bastante recentes, este trabalho defende a ideia de que os sites de redes sociais possuem grande potencial para expandir o ensino além das salas de aula e podem ser usados para desenvolver uma cultura de aprendizagem. O objetivo deste trabalho é apresentar um mecanismo para realizar a integração entre o Sistema de Gestão de Aprendizagem Moodle e diferentes sites de redes sociais (como Facebook e Twitter). A partir desse mecanismo o professor passa a dispor de uma nova forma de se comunicar com seus alunos, os quais podem utilizar uma ferramenta familiar e atraente e, possivelmente, se tornarem mais participativos no processo de ensino. / Social networking sites are great tools for aggregating and bringing people together, in the sense that they offer various forms of interaction, providing its participants the ease of communication and the ability to create discussions, comments and share resources they find relevant. The popularity of these sites is undeniable. Having thousands of new users every day, they attract especially younger people who often come to incorporate them into their daily life and use them to discuss various themes. Therefore, many researchers have dedicated themselves to investigate whether the use of these sites in the context of formal education would be beneficial. Although these studies are still fairly recent, this work defends the idea that social network sites have great potential to expand education beyond the classroom and they can be used effectively to develop a culture of learning. The objective of this work is to present a mechanism that integrates Moodle with distinct social network sites (such as Facebook and Twitter). From this mechanism, the professors have a new way to communicate with their students and the students can use a familiar and attractive tool and, possibly, become more participative in the learning process.

BakgrundMånga gymnasieskolor i Sverige har infört eller är på väg att införa en lärplattform. Det finns dock sällan några riktlinjer till vad man ska använda lärplattformen. Läraren får friheten att använda plattformen till de ändamål som passar denna. Hur läraren ser på sitt uppdrag blir alltså väsentligt för hur lärplattformen används. Vi har därför valt att undersöka hur lärare ser på de nya möjligheter som lärplattformen ger.SyfteUndersökningen har haft som syfte att åskådliggöra hur lärarens yrkesidentitet utmanas av lärplattformen.• Hur ställer sig lärarna till lärplattformens obundenhet i tid och rum?• Hur ställer sig lärarna till att de inte längre är dominerande kunskapsförmedlare iskolan?MetodVi har genomfört kvalitativa intervjuer på två gymnasieskolor i Västra Sverige. Totalt har vi pratat med sex lärare i ca 45 minuter vardera. Det insamlade resultatet har vi analyserat utifrån Gunnar Bergs teori om skolans uppdrag och skolors uppgifter.ResultatVi har funnit att lärarna ser att vissa av deras yrkesuppdrag skulle påverkas av ett ökat användande av en lärplattform. Dessa tre uppdrag benämner vi som det ämnesförmedlande uppdraget, det socialiserande uppdraget och det kvalitetssäkrande och bedömande uppdraget.Vidare har vi funnit att lärarna inte vill använda lärplattformen för att ändra deras verksamhet utan enbart för att stödja de uppgifter de redan har.

Cloud based E-Learning is one of the booming technologies in IT field which brings powerful e-learning products with the help of cloud power. Cloud technology has numerous advantages over the existing traditional E-Learning systems but at the same time, security is a major concern in cloud based e-learning. So security measures are unavoidable to prevent the loss of users’ valuable data from the security vulnerabilities. Cloud based e-learning products also need to satisfy the security needs of customers and overcome various security threats which attack valuable data stored in cloud servers.So the study investigates various security issues involved in cloud based e-learning technology with an aim to suggest solutions in the form of security measures and security management standards. These will help to overcome the security threats in cloud based e-learning technology. To achieve our thesis aim, we used theoretical and empirical studies. Empirical study is made through the information gathered through various cloud based e-learning solution vendors websites. And the theoretical study is made through the text analysis on various research articles related to our subject areas. And finally the constant comparative method is used to compare the empirical findings with the facts discovered from our theoretical findings. These analysis and research studies are leads to find various security issues in cloud based e-learning technology. / Program: Magisterutbildning i informatik

Made available in DSpace on 2016-04-29T14:23:42Z (GMT). No. of bitstreams: 1 Leticia Mahlmeister.pdf: 1592585 bytes, checksum: 4b83e6437d237e0b780bfeb64d1e8427 (MD5) Previous issue date: 2016-02-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation discusses the use of the social network site Facebook as a virtual environment for interaction and learning in Distance Education (DE). Its main objective is to contribute to the educational process of DE. As a conceptual reference, this work builds on the three main types of interaction in DE proposed by Michael Moore (Moore; Kearsley, 2001): student-instructor, student-student, and student-content. As methodology, it performs a bibliographic review of national and international surveys comparing the use of Learning Management Systems (LMS) such as Blackboard and Moodle, with the use of Facebook in DE. It also analyzes the results of the literature and brings together the data systematically, thereby facilitating future research on the topic. In addition, it synthesizes and describes the results of the review in order to ascertain whether the use of Facebook may or may not enhance education as an interaction and learning environment. It concludes that the use of Facebook as an interaction environment is significantly well accepted by students, particularly on the forms of student-instructor and student-student interaction, while LMS still contribute adequately to the individualized study, or student-content interaction. So, social networking sites can significantly contribute to the teaching of DE / Esta dissertação discute o uso do site de rede social Facebook como ambiente virtual de interação e aprendizagem em Educação a Distância (EaD). Seu objetivo principal é contribuir com o processo pedagógico da EaD. Como referência conceitual, este trabalho utiliza os três tipos principais de interação em EaD propostos por Michael Moore (MOORE; KEARSLEY, 2001): aluno-professor, aluno-aluno e aluno-conteúdo. Como metodologia, realiza uma revisão bibliográfica de pesquisas nacionais e internacionais que comparam o uso de Ambientes Virtuais de Aprendizagem (AVAs), como Blackboard e Moodle, com o uso do Facebook em EaD. Analisa ainda os resultados da literatura e aglutina os dados de forma sistemática, facilitando, assim, futuras pesquisas sobre o tema. Além disso, sintetiza e descreve os resultados obtidos na revisão, visando averiguar se o uso do Facebook pode ou não favorecer a educação como um ambiente de interação e aprendizagem. Conclui que a utilização do Facebook como ambiente de interação é significativamente bem aceita pelos discentes, especialmente para as formas de interação aluno-professor e aluno-aluno, enquanto os AVAs seguem atendendo suficientemente o estudo individualizado, ou a interação aluno-conteúdo. Assim, sites de rede social podem contribuir significativamente com a pedagogia da EaD

Despite recommendations by the Association of American Medical Colleges regarding the adoption of technology in medical universities, faculty are still reluctant to adopt new learning technologies. The purpose of this qualitative interview study was to determine the factors existing in the adoption of learning management technology among late adopters within the faculty of colleges labeled as comprehensive academic medical centers. Using the Everett Rogers diffusion of innovations theory as its framework, this study sought to ascertain the factors late adopters identify as preventing them from adopting technology and to determine what measures they suggest to increase technology adoption among their peers. This qualitative study used interviews of participants identified as "late adopters" and subsequent document analysis to provide evidence for the factors identified. Using in vivo coding, data were organized into 5 themes: factors, learning management systems, demographics, general technology, and solutions. Results showed that late adopters avoided adopting learning management technology for several reasons including training, time, ease of use, system changes, lack of technical support, disinterest, and the sense that the technology does not meet their needs. Recommended solutions offered by faculty included varied times for trainings, peer mentoring, and modeling learning management system use among faculty. Understanding these factors may contribute to social change by leading to more rapid adoption and thus introducing efficiencies such that faculty can dedicate more time to medical instruction. It also may aid other universities when considering the adoption of a learning management system.