Learning Content Management Systeme (LCMS) unterstützen die professionelle Erstellung, Verwaltung und Auslieferung von Lernmaterialien [BHMH02]. Die Speicherung der hierfür verarbeiteten Lerninhalte in einem zentralen Repository ermöglicht neben deren Wiederverwendung auch den Zugriff für mehrere Nutzer und somit das Zusammenführen der verschiedenen Kompetenzen, die während der Erstellung benötigt werden: Die mithilfe der Lernmaterialien zu vermittelnden Inhalte müssen nicht nur fachlich richtig, sondern auch didaktisch, gestalterisch und technisch für ein oder mehrere Zielgruppen individuell aufbereitet worden sein. Dabei reichen die Zielgruppen von verschiedenen Abteilungen bis hin zu Lernern mit verschiedenen Muttersprachen und Kulturen in international agierenden Unternehmen und Bildungseinrichtungen. Die Arbeit der Nutzer mit dem LCMS wird durch verschiedene Mechanismen und Funktionalitäten erheblich vereinfacht, ihre Zusammenarbeit untereinander blieb bisher aber weitestgehend unbeachtet. Das Promotionsvorhaben, das in Kooperation mit der chemmedia AG erfolgt, setzt an diesem Punkt an. Als Vorbild und somit zur Identifikation von Kommunikations- und Kooperationskonzepten werden Social- Software-Anwendungen herangezogen, bei denen die gemeinsame Content-Erstellung scheinbar unproblematisch stattfindet. Als methodische Klammer wird die DIN EN ISO/IEC 19796 [Deu09] herangezogen. Sie gibt einerseits die für die Analyse nötige Strukturierung der Prozesse bei der Lernangebotserstellung vor und liefert außerdem die für die Evaluation benötigten Qualitätskriterien.

Learning Content Management Systeme (LCMS) unterstützen die professionelle Erstellung, Verwaltung und Auslieferung von Lernmaterialien [BHMH02]. Die Speicherung der hierfür verarbeiteten Lerninhalte in einem zentralen Repository ermöglicht neben deren Wiederverwendung auch den Zugriff für mehrere Nutzer und somit das Zusammenführen der verschiedenen Kompetenzen, die während der Erstellung benötigt werden: Die mithilfe der Lernmaterialien zu vermittelnden Inhalte müssen nicht nur fachlich richtig, sondern auch didaktisch, gestalterisch und technisch für ein oder mehrere Zielgruppen individuell aufbereitet worden sein. Dabei reichen die Zielgruppen von verschiedenen Abteilungen bis hin zu Lernern mit verschiedenen Muttersprachen und Kulturen in international agierenden Unternehmen und Bildungseinrichtungen. Die Arbeit der Nutzer mit dem LCMS wird durch verschiedene Mechanismen und Funktionalitäten erheblich vereinfacht, ihre Zusammenarbeit untereinander blieb bisher aber weitestgehend unbeachtet. Das Promotionsvorhaben, das in Kooperation mit der chemmedia AG erfolgt, setzt an diesem Punkt an. Als Vorbild und somit zur Identifikation von Kommunikations- und Kooperationskonzepten werden Social- Software-Anwendungen herangezogen, bei denen die gemeinsame Content-Erstellung scheinbar unproblematisch stattfindet. Als methodische Klammer wird die DIN EN ISO/IEC 19796 [Deu09] herangezogen. Sie gibt einerseits die für die Analyse nötige Strukturierung der Prozesse bei der Lernangebotserstellung vor und liefert außerdem die für die Evaluation benötigten Qualitätskriterien.

The purpose with this study is to contribute with more knowledge about how teachers perceive and use inquiry-based teaching alongside learning materials in their teaching within the science subjects in primary school. We used qualitative, semi structured interviews with a phenomenographic research approach to get a view of teachers’ perceptions about inquiry-based teaching as a phenomenon and how it interacts with learning materials.The study shows that every teacher is using an inquiry-based teaching but in various ways. Inquiry-based teaching was described as a positive part of the education where the pupils get to experiment and use practical work. Most of the teachers thought that the inquiry-based teaching comes with some challenges. The teachers meant that it is time consuming, and it requires access to material. The planning of the education where the inquiry-based teaching is centered demands a studious planning. It showed to exist differences in the purpose of using inquiry-based teaching because some of the teachers meant that inquiry-based teaching creates interest for the science subjects. Some of the teachers described that inquiry-based teaching adds to the pupils conceptional understanding and the other teachers believes that inquiry-based teaching develops the pupil’s knowledge about doing science inquiries. Learning materials were considered as a complement to the inquiry-based teaching. They explained that one cannot exist without the other. Through the theory the pupils are learning about the practical aspects and through the practical aspects the pupils can develop a deeper understanding for the theory.

The contradictory setting between the principles and practice in the contemporary school system affects everyday classrooms by compromising the learning environment based on core educational values. The challenges arising from the contradictions are also reflected in the digitalization of education. While physical materials have established an intuitive learning experience and are familiarized with the standard organization of learning, the development of digital materials has been driven by innovation instead of fundamental educational values.  This thesis builds a theoretical foundation for promoting contemporary educational values based on pedagogical approaches and learning theories. By using interaction design methods, the values are transformed into concrete manifestations and evaluated through an iterative design process. The four strategies that emerged from the design process aim to transform the learning experience of digital materials from content-focused to learning-focused. The strategies’ purpose is to support students’ metacognitive development by adapting the principles of constructivist learning theory and student-driven education practices to the design of digital learning materials.    In addition to the proposed strategies, this thesis aims to inspire future designers developing digital learning materials to consider the core values of education and the mentality towards learning they aspire to manifest through their design work.

The endeavour for gender equality and against gender-based patterns (stereotypes) are topics often discussed in relation to education. Correspondingly, extensive research on textbooks used in schools around the world has been conducted, some of which include the aspect of people beyond the binary. Research shows reinforcement of gender stereotypes and low visibility of females, and an absence of non-binary people. However, some research seems to indicate a change towards a more equal representation, hence the need for continuous research on the topic. In Sweden, there has been a statement in the steering documents about equality in rights and opportunities between men and women since the nineties. Since then, equality has been given greater prominence in the curriculum provided by the Swedish National Agency for Education (Skolverket). However, in the latest edition, the statement has been reformulated, and a gender- inclusive approach has been adopted as it now applies to all students, regardless of their gender identity. Additionally, Skolverket (2022) notes that schools are obliged to contribute to students’ digital competence, which can be done with the use of digital learning materials (DLM). Therefore, the present study seeks to investigate how gender within and beyond the binary is represented in a newly produced DLM called Digilär and to see whether it corresponds to the curriculum by counteracting gender-based stereotypes. To achieve the aim, a content analysis of the DLM is carried through. Furthermore, to deepen the analysis, and produce more valid results, all verbs used to describe characters’ activities and all adjectives used to characterise and portray them were noted and categorised by semantic type following Dixon’s (2005) typology. The findings show a non-existent representation of people beyond the binary, with the exception of groups or individuals without expressed gender. Moreover, male characters are precisely double the number of female characters which demonstrates imbalanced gender representation. Additionally, the findings generally showcase gender-based stereotypes being reinforced.

I läroplanen för grundskolan står det att skolan ska bilda demokratiska medborgare samt atteleverna ska ges utrymme till att utveckla jämställdhetstänk. Däremot visar studier ochforskning på att skolan inte ger den kvinnliga delen utav historien lika stort utrymme som denmanliga. Denna studie syftar till att undersöka lärares erfarenheter av att inkludera kvinnansroll genom historien samt framställa elevernas perspektiv på kvinnans betydelse genomhistorien. Genom kvalitativa intervjuer framställs lärares och elevers erfarenheter inom ämnenajämställdhet och historiska kvinnosyn. Det framkommer att lärarna planerar innehåll ochundervisningsmetoder utifrån tidsbrist samt att innehållet påverkas utav en mängd faktorer somelevernas ålder, tillgänglighet på material och prioriterad kunskap. Eleverna upplever en ensidigundervisning och finner att skolans läromedelsbok inte tar upp tillräckligt om kvinnornashistoria. Både elever och lärare ser att material utöver skolans egna läromedelsbok har störrevidd om kvinnans del och roll i historien. / In the curriculum for primary school it says that the school should form demokratic citizens andthat the pupils should be given equipment to evolv equality thinking. On the other hand doesstudies and research show that schools do not give the female part of history as much space themale part. This studie aims to investigate teachers experiences to include the female rolethrough history and produce pupils perspective on the womans significance through history.The qualitative interviews produce teachers and pupils experiences in the subjects sequalityand view on womens history. It appears that the teachers plans the content and teaching methodsout of lack of time and that the content is affected by an amount of factors such as pupils age,accessabillity on material and prioritized knowlege. The pupilz experience an one-sidededucation and finds that the school´s learning material (textbook) does not bring up the womenshistory enough. Both pupils and teachers that material beyond the schools learning material(textbook) has broader width about the female part and role through history.

The thesis inquires into the area of electronic education in the form of educational portals. It aims to carry out a research of educational portals on the Czech market and subsequent analysis of the portals, which offer users the services for the support of education and schooling. The theoretical part of the thesis focuses on defining the terms of formal and non-formal education, describes examples of their usage. Furthermore, it deals with electronic education in the form of e-learning, defines e-learning from different points of view, and describes its historical development, forms and instruments. The work then analyses 17 portals, two of them in detail -- they represent both formal and non-formal education. The analysis offers information about portals' administrators, range of offered services as well as business models, used by the portals.

Topic: The Efficiency of Designing and Applying the Multimedia Study Materials in the Chemistry Instruction at Grammar schools (Transition Elements) Abstract Numerous researches prove, that the computer-supported learning content presentations are frequently applied within the process of instruction but the available results are general, global without focusing on respondents' age structure, detecting their interest in working with presentation programmes or correlation to teachers' computer literacy, i.e. using and designing their own computer-supported presentations of the learning content. These were the main reasons why the dissertation thesis focuses on the frequency of designing and using this type of presentations and multimedia objects according to the computer literacy level and the length of respondents' teaching practice in chemistry at grammar schools in the Czech Republic, mainly in the Moravian-Silesian region. The explorative methods were applied in the pedagogical research, i.e. the questionnaire method (traditional questionnaire and the questionnaire with assessment scales) and the Q-methodology. The research sample consists of 203 chemistry teachers in the traditional questionnaire and 99 ones in the questionnaire with assessment scales from all regions of the Czech Republic; the random...

Digital fabrication technologies such as 3D printers entail a radical change to the traditional consumer-producer paradigm. Combined with other recent developments, self-styled Makers design and fabricate sophisticated devices and interactive technologies that would otherwise never have existed. However, stopping the uninitiated novice from making use of this potential is complex CAD software, and a high barrier to entry. In this study a series of workshops explore the potential of combining traditional handicraft materials – such as clay, paper and fabric – with 3D scanning to enable novices to work with 3D printers. Based on the results a set of instruction were created detailing the process of making three types of practical objects, covering the entire process from the making and subsequent 3D scanning of a physical object, to the software clean-up and final 3D printing. The results suggest that whilst the explored method can enable novices to create 3D printable models, a certain mindset is required for the novice to do so effectively. / Innovation +

This study is comprised of two distinct parts, a chromatographic study and a didactic study.Chromatographic studyThe need for higher selectivity in chromatography purification has increased in recent years. Multimodal resins, offering novel selectivity, are a possible solution to this demand. The purpose of this study is to develop new multimodal resins with novel selectivity, using an iterative workflow. Therefore, eleven novel multimodal ligands were screened according to binding behavior using a high-throughput (HT) method. The mapping of binding behaviors was comprised of six proteins and 32 different binding buffers, with various salt concentrations and pH-levels, to allow for a wide, but efficient mapping. The data generated from the screenings were presented using binding capacity and partition coefficient and were evaluated against each other using principal component analysis (PCA). The PCA created a ligand diversity map, which separated ligands in respect to binding behavior. The information supplied by the diversity map can be used for selecting ligands for further research. The results from presenting the data in the form of partition coefficient and binding capacity were comparable, which indicated that the effects of initial protein concentrations were low. However, this study found that there are advantages and disadvantages to using both quantities. It is possible that some of the ligands screened in this study will be used in further research and it is likely that the diversity map will facilitate the development of ligands with novel selectivityDidactic studyWith a rising demand for HT screening as a method to evaluate the binding behaviors of novel ligands, in combination with the UN’s goal for quality education for all, the incentives for developing quality educational materials for HT screenings have increased. A first step towards educational materials is to outline common difficulties, thereby creating guidelines for developing educational materials. In this study, guidelines for the development of learning materials for HT screenings have been produced. The guidelines were based on identification of critical steps for the experimental procedure and utilizing employer experience of learning materials in general. Two methods for data collection was used in the didactic study: observations and interviews. The observations were performed during the training of the screening method. For the interviews, three individual and one focus group interview were held. Thereafter, a thematic analysis was performed on the data to generate themes. The results from the observations and interviews indicated that the critical steps of the learning process were the practical parts. The result of the thematic analysis showed the identification of three themes: Cohesion, Facilitation and Interaction. These themes generated four aspirational guidelines: 1. Identify crucial steps of the practical procedure. 2. Adapt to people with different backgrounds. 3. Maintain coherence throughout the learning process. 4. Utilize strategies for interaction, both human interaction and material interaction.