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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Upstream activity in instructional systems development : investigations in courseware requirements engineering

Kang, Byung-Hee January 1997 (has links)
No description available.
2

Curriculum adaptation as a strategy for curriculum development

Heathcote, G. January 1987 (has links)
No description available.
3

Input and Learning Materials : An evaluation of dialogues in textbooks for Learners of Japanese

Bengtsson, Andreas January 2012 (has links)
No description available.
4

Alternative learning materials in the subject of English - an investigation among pupils in secondary school

Carlson, Christine January 2008 (has links)
The purpose of this dissertation is to explore the possible role of alternative learning materials in the subject of English through an action research project in year nine, secondary school. The aim is to investigate the participating students’ engagement and comprehension of the texts used in the project. Some of the goals of the syllabus for English presuppose that pupils should be able to use various types of materials and sources of information in their learning. The goals also require a way of working characterised by variation and the use of different types of learning materials in English. In this particular study, data were collected continually during the process through questionnaires, observation notes and individual interviews with four pupils. A majority of the participants found working with the materials both engaging and enjoyable. Significant factors were mainly the varied nature of the texts, the presence of unfamiliar vocabulary and the texts’ relevance for the pupils. Regarding language development, the primary outcomes of the project were improvement of vocabulary as well as increased knowledge about various types of texts.
5

Kosten und Wert von MOOCs am Beispiel der Plattform iMooX

Dreisiebner, Stefan, Ebner, Martin, Kopp, Michael 06 November 2014 (has links) (PDF)
Dieser Beitrag widmet sich ausgehend von den Erfahrungen aus dem iMooX-Projekt der ökonomischen Perspektive von MOOCs. Zunächst werden die Kosten eines MOOC anhand des iMooX-Projekts dargelegt. Folgend auf die Darstellung des Kostenmodells erfolgt eine Diskussion, welchen Umfang der reale Wert eines MOOC aufweist. Abschließend werden mögliche Finanzierungsquellen eines MOOC diskutiert.
6

Elektronické studijní materiály v terciálním vzdělávání / Electronic learning materials in tertiary education

Hejl, Daniel January 2012 (has links)
The thesis is focused on learning materials at University of Economics Prague. In the con-text of modern trends in tertiary education it highlights opportunities to improve learning process with electronic learning materials. The theoretical part discusses the role of learn-ing materials and e-learning in tertiary education. The practical part then continues to ana-lyse the current situation of learning materials at the University of Economics. The main focus of the thesis is on the availability of high quality electronic learning materials. When looking for possible solutions the thesis also explores approaches used at other universities in the Czech Republic and abroad. It concludes with evaluation of possible solutions and makes recommendations for improving the situation with electronic learning materials at the University of Economics.
7

Geometriska begrepp i digitla läromedel : En innehållsanalys av digitala läromedel kopplat till lågstadiet / Geometric concepts in digital curriculur resources : Content analysis of curriculur resources in primary school

Örtlund, Sandra, Johansson, Ive January 2022 (has links)
Abstract Skolverket (2019) writes in the mathematical intent that the pupil shall be given opportunities to investigate mathematical concepts with the use of digital tools. Since the schools have become more digitised we wanted to do a study about conceptual learning in digital curriculum resources connected to mathematics and geometry. Digital learning materials are one of many digital tools that schools can use for instance in the mathematical subject. The purpose of this study is to enlighten how different digital curriculum resources give the pupils opportunities to train their conceptual understanding in preschool. The analysis query in our study is based on different theories about how digital curriculum resources are constructed, geometry learning and concept learning. The results showed that the pupils are given opportunities to train their conceptual knowledge. Since tasks that encourage the pupils to cooperate are missing completely, the pupils only get to train their conceptual knowledge individually without any encouragement for discussion from the learning material. / Sammanfattning Skolverket (2019) skriver i matematikdelens syfte att eleverna ska ges möjlighet undersöka matematiska begrepp med hjälp av digitala verktyg. I och med att skolorna har blivit alltmer digitaliserade ville vi göra en undersökning om begreppsinlärning i digitala läromedel kopplat till matematik och området geometri. Digitala läromedel är ett av de många olika digitala verktyg som skolor kan använda sig av i exempelvis matematikämnet. Syfte med denna undersökning är att belysa hur olika digitala läromedel ger eleverna möjligheter att träna på begreppsförmågan inom geometri i lågstadiet. Analysfrågorna i vår studie baseras på olika teorier som handlar om digitala läromedels uppbyggnad, lärande i geometri och begreppsinlärning. Resultatet visade att eleverna får möjlighet att träna på sin begreppsförmåga. Då uppgifter som uppmuntrar till samarbete saknas helt får elevernas endast träna sin begreppsförmåga individuellt utan att läromedlen uppmuntrar till diskussion.
8

Copyright and Tertiary Education for Human Development: Rethinking the Policy, Law and Practice in Ethiopia

Hirko, Sileshi 20 May 2020 (has links)
This thesis explores the interplay between copyright and tertiary education, and their roles for sustainable human development in Ethiopia. Access to learning materials is used as a context for the exploration. Despite its recognition of development as a human and constitutional right, Ethiopia emphasizes economic growth as the core of its national development objectives. To this end, tertiary education is often considered for its instrumental role in human capital formation. Given this narrow lens of development, the thesis observes the neglect of human development as the enlargement of human capabilities. It is underscored that development-oriented copyright and tertiary education are both vital in themselves and complementary for sustainable human development. Nonetheless, their complementing roles depend upon relevant policy and legal flexibilities that facilitate access to learning materials. As a major context for the interplay, access to learning materials is essential for both sustainable creative innovation and quality tertiary education. Noting a restrictive copyright system as one of the impediments, the thesis thus inquiries into the regime and finds out the non-incorporation of relevant international copyright-related flexibilities. Adopting a TRIPs-plus approach, the existing national copyright law in Ethiopia has left out a number of legal flexibilities relevant for increased access to learning materials. Stifling creative and learning freedoms or capabilities, this has serious ramifications for sustainable human development. From human development perspective, the thesis further unveils lack of coherence in the regimes and proper orientations towards human development. Therefore, it is imperative to revisit the regimes, forge a coherence, and retract the excessive protection. A comprehensive integration of appropriate flexibilities is recommended to promote creative and learning capabilities for enhanced human development.
9

Alignment between senior phase mathematics content standards and numeric and geometric patterns' workbook activities

Qhibi, Agness Dulu January 2019 (has links)
Thesis (M.Ed. (Mathematics Education)) -- University of Limpopo, 2019 / Alignment between content standards, instruction, assessment and learning materials assists in achieving the intended content in the classroom. The purpose of this study was to explore the alignment between Senior Phase Mathematics Content Standards (SPMCS) and numeric and geometric patterns’ workbook activities. The problem was that teachers sometimes use the Department of Basic Education’s workbooks interchangeably with textbooks, while their purpose is to supplement textbooks and provide worksheets for the learners. The alignment status of the Department of Basic Education (DBE) senior phase mathematics’ workbooks could not be found in the literature. Mixed methods research and document analysis were employed to explore the status of alignment between SPMCS and DBE workbook activities on Numeric and Geometric Patterns (NGP). This was aimed at highlighting the status of alignment in terms of the content structure and the alignment indices through the use of alignment model of Webb (1997) and of Porter (2002). The findings of this study revealed that the alignment between SPMCS and DBE workbook activities on NGP in terms of the categorical concurrence, depth of knowledge consistency and range of knowledge correspondence ranges from ‘acceptable’ to ‘full’ level of agreement. However, content beyond the scope of the content standards was found in Grade 7 and Grade 8 DBE workbook activities on NGP. The computed alignment indices for Grade 7, Grade 8 and Grade 9 range from moderate to strong alignment. Besides, weak and strong discrepancies were identified, which need to be addressed to improve the content structure of the DBE workbooks. This study recommends two alignment models to explore the alignment between educational components for comprehensive results and complementation. In addition, studies such as this should be conducted to enhance the quality in developing assessments in future. KEY CONCEPTS Alignment; assessment; content standards; learning materials; workbooks; numeric patterns and geometric patterns.
10

Alignment between senior phase mathematics content standards and numeric and geometric patterns' workbook activities

Qhibi, Agnes Dulu January 2019 (has links)
Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2019 / Alignment between content standards, instruction, assessment and learning materials assists in achieving the intended content in the classroom. The purpose of this study was to explore the alignment between Senior Phase Mathematics Content Standards (SPMCS) and numeric and geometric patterns’ workbook activities. The problem was that teachers sometimes use the Department of Basic Education’s workbooks interchangeably with textbooks, while their purpose is to supplement textbooks and provide worksheets for the learners. The alignment status of the Department of Basic Education (DBE) senior phase mathematics’ workbooks could not be found in the literature. Mixed methods research and document analysis were employed to explore the status of alignment between SPMCS and DBE workbook activities on Numeric and Geometric Patterns (NGP). This was aimed at highlighting the status of alignment in terms of the content structure and the alignment indices through the use of alignment model of Webb (1997) and of Porter (2002). The findings of this study revealed that the alignment between SPMCS and DBE workbook activities on NGP in terms of the categorical concurrence, depth of knowledge consistency and range of knowledge correspondence ranges from ‘acceptable’ to ‘full’ level of agreement. However, content beyond the scope of the content standards was found in Grade 7 and Grade 8 DBE workbook activities on NGP. The computed alignment indices for Grade 7, Grade 8 and Grade 9 range from moderate to strong alignment. Besides, weak and strong discrepancies were identified, which need to be addressed to improve the content structure of the DBE workbooks. This study recommends two alignment models to explore the alignment between educational components for comprehensive results and complementation. In addition, studies such as this should be conducted to enhance the quality in developing assessments in future. KEY CONCEPTS Alignment; assessment; content standards; learning materials; workbooks; numeric patterns and geometric patterns.

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