Global ETD Search

231	Using technology to support collaborative learning through assessment design Doolan, Martina A. January 2011 (has links) This thesis offers an assessment design for collaborative learning, utilisation of blended learning support through current communication technologies and highlights the crucial role of the tutor. The thesis designed and tested a theoretical framework which encompassed an active learning environment and resulted in the development of the shamrock conceptual framework. To test the theoretical framework, clarify the role of the tutor and the impact on the learner experience two studies were undertaken using pedagogical models that combined the concepts of learner-centric, sociocultural and dialogic perspectives on collaborative learning and technology in meeting the needs of learners in the 21st Century. In the first study, the role of the tutor was found to be crucial in setting, implementing and guiding learners using the assessment design as part of a social constructivist pedagogical practice. The pedagogical approach adopted was to blend face-to-face and Wiki learning experiences and was found to promote learner ownership, engagement and the fostering of a learning community. The second study validated the first and provided additional asynchronous technology experiences in addition to the Wiki blend in the assessment design. Study 2 examined the role of the tutor and the learner whilst using current technologies comprising podcasts and video and a Wiki in the collaborative experience. Findings showed that the Wiki supported community and collaborative aspects of a sociocultural practice whilst learners were engaged in authentic learning activities and led to a well supported learning environment. The importance of technology design and use to accommodate collaborative and community aspects was found to be an essential component. It was found that technology is not simply an add-on but rather needs to be planned and considered purposefully by both tutors and learners when used in a blend to supplement learning on campus as part of an assessment design in higher education. This study has shown that, for this to happen, academics need to be provided with the appropriate support, knowledge and skills required in developing a blended learning experience using a Wiki supplemented by class contact on campus as part of an assessment design. 302.23
232	Transparency and learning spaces Finau, Emily 08 April 2011 (has links) This thesis explores the various meanings and implications of transparency in architecture and in learning environments in particular. Architectural transparency, achieved through choice of materials and principles of formal composition, creates a diversity of relationships and can facilitate visual, conceptual, and functional clarity as well as offering simultaneous perception of different spaces. It offers a range of phenomenological qualities and so provides an opportunity to explore and complicate such dichotomies as translucency and opacity, openness and closure, and public space and private space. While celebrated throughout modern and contemporary architecture, transparency raises issues of privacy and safety even as it breaks down hierarchies and social boundaries. The research-based design of transparency in a school building necessitates careful planning to achieve a balance between the access to views, natural light, fresh air, and social interaction that transparency may bring and the continuing obligation to provide a safe, secure environment for schoolchildren. Design Expanded meshes Metal fabrics Netherlands Embassy in Berlin Polycarbonate Multi-cinema Rotterdam Koen van Velsen School size Phoenix Union Bioscience High School Oslo International School Betty H. Fairfax High School Blythewood High School Diaphanous metals Fabric Aerogel Schematic Spatial projection Classroom design Patterned carpet Carpet floor plan Rem Koolhaas OMA Plastic Glass Transparent materials School program School design Security Transparent security Two-way One-way Health Safety Activity levels Hormone patterns Attendance Visual Surface Phenomenal Learning environment Classroom Daylighting Ventilation School High school Small school Small school initiative Small learning community High school transformation Therrell High School Atlanta Public Schools Teen depression Blood pressure Transparency in architecture School facilities

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Using technology to support collaborative learning through assessment design

Transparency and learning spaces