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

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 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

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.

This dissertation pursues the possibility of increasing quality of teaching students in medical fields using LMS Moodle. It is based on years of experience with designing of e-learning courses at the Charles University. LMS Moodle uses knowledge of computer-aided or computer-controlled teaching at universities. According to an analysis of the changing situation at universities that is characterized by increasing number of students, also by creation of bachelor degree courses and unideal teaching financial security on the one hand and the significant developement of ICT on the other. As part of this work the usability of ICT in medical study fields was solved in subjects "Medical Informatics" , " Prosthetic materials and technology" and " Gnathology". In the last year (2010) LMS Moodle was started for a whole network of medical faculties that cooperate on the creation and access to electronic learning materials MEFANET (Medical faculty's network since 2007). Analysis of the central installation operation of Charles University's LMS Moodle for teaching from 2004 to 2010 gives a good picture of the aspects associated with the operation LMS Moodle, which would help assisting in management of LMS Mooodle Mefanet. The tracking of an e-learning course's development within the central Moodle installation at the...

Decentralization of web is, also known as Web 3.0 or Semantic Web, is catching on quickly. Deployment of a decentralized network or system for learning purposes in an educational institution could involve the use of new cutting-edge technologies and tools behind blockchain systems and Social Networking Sites (SNS). These technologies can be applied in the education sector to reap numerous benefits. The benefits could be in the areas of longdistance learning, real-time availability of learning content and assignments, improved collaboration between instructors and students, better evaluation of student performance, secure and transparent payment systems for courses, and easy and structured access to student records. Yet other benefits could be achieved by the implementing educational institution in the form of automation (using artificial intelligence and machine learning tools), cost reduction, improved efficiency, system reliability, and data security and privacy. However, like everything else, the decentralization of web or other such networks comes with its own set of challenges. This research study focuses on the challenges associated with implementing a decentralized learning model for learning systems of an educational institution. The study involved both primary and secondary research. First, a thorough review was conducted of the existing literature on the implementation of decentralization technologies in the education sector. Then, a survey was conducted among 25 students to collect information on their views of what these challenges are and to validate the findings from literature revie. The study concludes that, to fully realize the benefits of deploying these technologies to DWeb learning models, several challenges need to be overcome quickly. The survey that was conducted corroborated the findings from the literature review to a large extent. Though many respondents showed their satisfaction with the decentralized e-learning practices where they have been deployed, there still seem to be large gaps in understanding, awareness, deployment, and fine-tuning of such learning systems. The survey results revealed a strong resistance to the use of new technologies among educators; a lack of accessibility to resources and technical support; and a lack of competency and confidence due, perhaps, to a lack of operational training. Overcoming these challenges would require better awareness and understanding of the current trends and developments among both students and instructors. Education system should be well-prepared to train and update both students and instructors on how to best utilize these technologies to reap their benefits. Collaboration through digital means, as opposed to iii one-on-one classroom interactions, would also require a change in the mindset of the users of these learning models. / <p>Master Thesis </p>

No description available.

New types of emerging classrooms called flexible learning environments change the traditionalclassroom structure by removing barriers previously set by the room. Within these environments learningmanagement systems (LMS) are used by teachers to support them in their daily operations. The digitaltransformation of education presents new challenges of designing LMS for flexible learning environments.The research question for this study is as follows: “How do teachers experience learning managementsystems within flexible learning environments?” The aim of this study is to gain insights into teachers'experience with the use of LMS in flexible learning environments; and how the teachers experience theirdevelopment of digital competence to use the systems in their teaching. The study resulted in four themesof experiences (1) Lack of adoption, (2) Control within the system, (3) Collaboration and competencedevelopment, (4) Direct feedback and interactions. The insights of the themes of experience are presentedin the form of design propositions.