The purpose of this case study is to research the project members' experience regarding knowledge transfer. As a researching method a qualitative study was conducted by applying thematic analysis. A sample consisting of nine project members at a municipality in Sweden were chosen. including project office manager, project manager and project participants. The result indicates that no one is working on knowledge transfer in a systematic way and more time is requested for reflection and participation. The knowledge transfer that does exist, is carried out mainly through the project members’ initiative. It therefor indicates that ultimately knowledge transfer isn’t prioritized and hasn’t been stated by management. In addition, the result shows that there are thoughts about further developing the work on knowledge transfer but where there are no concrete thoughts yet on how the work should be concreteized. Other findings that emerged from the report were that the municipality has two different control models for project management and that project culture is a subject which could be interesting for further studies.

Genom tiderna har stora tekniska genomslag vid flera tillfällen integrerats i undervisning men varje ny teknik har sina styrkor och svagheter. Med datorns utveckling och ökad tillgänglighet till allmänheten har mängden tillgängligt läromedel (Clark & Mayer, 2016) och antal studenter som läser kurser inom e-lärande ökat (Statista, 2015). E-lärande är, enligt Clark & Mayers (2016) definition, lärande som sker genom digitala medium.En möjlighet som uppstår med e-lärande är att det finns många olika sätt att presentera material. Ett problem som uppstår då är att veta vilka komponenter som ska användas för att skapa bra e-lektioner som främjar elevers lärande. Målet med studien är att identifiera vilka komponenter som är viktiga för lärdesigner att använda i e-lektioner för att sedan, baserat på dessa komponenter, utveckla ett redigeringsverktyg ämnat för att skapa nya e-lektioner.För att identifiera de viktiga komponenterna genomfördes först en tematisk analys på e-lektioner från en lärplattform för att undersöka vilka komponenter lärdesigner använder sig av för att presentera material. Kvalitativa intervjuer genomfördes för att fånga lärdesignernas tankar och åsikter om komponenterna. Dessa användes tillsammans med resultatet från den tematiska analysen för att göra didaktiska val om vilka komponenter som är viktiga att använda i e-lektioner. Utvecklingen av redigeringsverktyget skedde genom att skapa flera prototyper och diskutera dessa med lärdesignerna för att bestämma komponenternas utseende i verktyget. Från den tematiska analysen framkom 7 teman med totalt 22 underteman. Resultatet från de didaktiska valen var 12 huvudsakliga komponenter, blanda annat: text, bild, video, prov och exempel. Redigeringsverktyget som byggdes innehåller alla 12 huvudsakliga komponenter men några komponenter saknar vissa delar som beskrevs i de didaktiska valen. Verktyget utvärderades av lärdesigner som ansåg att det fungerade men hade vissa brister som behöver åtgärdas.För att lärdesignerna ska kunna använda redigeringsverktyget för att skapa och publicera nya e-lektioner på plattformen behöver verktyget integreras i plattformen, alla komponenter behöver slutföras och användarvänligheten förbättras. / Throughout the ages, major technical breakthroughs have on several occasions been integrated into education, but each new technology has its strengths and weaknesses. With the development of the computer and its increased accessibility to the public, the amount of available teaching material (Clark & Mayer, 2016) and the number of students who are studying courses in e-learning has increased (Statista, 2015). E-learning is then, according to Clark & Mayer’s (2016) definition, learning that takes place through a digital medium. One possibility that arises with e-learning is that there are many ways of presenting material. One problem that arises then is to know which components should be used to create good e-lessons that promote student learning. The aim of the study is to identify which components are important for content creators to use in e-lessons and then, based on these components, develop an editing tool designed to create new e-lessons. To identify the appropriate components, a thematic analysis was first carried out on e-lessons from a learning platform in order to examine which components the instructional designers use to present material. Qualitative interviews were conducted to capture the instructional designers’ ideas and opinions regarding the components. These ideas and opinions were used together with the results of the thematic analysis to make didactic choices about which components are suitable for use in e-lessons. The development of the editing tool was done by creating multiple prototypes and discussing them with the instructional designers to determine the appearance of the components in the tool. From the thematic analysis, 7 themes emerged with a total of 22 sub-themes. The results of the didactic choices were 12 main components, for instance: text, image, video, quiz and examples. The editing tool that was built contains all 12 main components, but some components still lack some parts described in the didactic choices. The tool was evaluated by instructional designers who thought it worked but had some shortcomings that needs to be addressed.For the instructional designer to be able to use the editing tool to create and publish new e-lessons on the platform, the tool needs to be integrated into the platform, all components need to be completed and user experience improved.

Genom tiderna har stora tekniska genomslag vid flera tillfällen integrerats i undervisning men varje ny teknik har sina styrkor och svagheter. Med datorns utveckling och ökad tillgänglighet till allmänheten har mängden tillgängligt läromedel (Clark & Mayer, 2016) och antal studenter som läser kurser inom e-lärande ökat (Statista, 2015). E-lärande är, enligt Clark & Mayers (2016) definition, lärande som sker genom digitala medium. En möjlighet som uppstår med e-lärande är att det finns många olika sätt att presentera material. Ett problem som uppstår då är att veta vilka komponenter som ska användas för att skapa bra e-lektioner som främjar elevers lärande. Målet med studien är att identifiera vilka komponenter som är viktiga för lärdesigner att använda i e-lektioner för att sedan, baserat på dessa komponenter, utveckla ett redigeringsverktyg ämnat för att skapa nya e-lektioner. För att identifiera de viktiga komponenterna genomfördes först en tematisk analys på elektioner från en lärplattform för att undersöka vilka komponenter lärdesigner använder sig av för att presentera material. Kvalitativa intervjuer genomfördes för att fånga lärdesignernas tankar och åsikter om komponenterna. Dessa användes tillsammans med resultatet från den tematiska analysen för att göra didaktiska val om vilka komponenter som är viktiga att använda i e-lektioner. Utvecklingen av redigeringsverktyget skedde genom att skapa flera prototyper och diskutera dessa med lärdesignerna för att bestämma komponenternas utseende i verktyget. Från den tematiska analysen framkom 7 teman med totalt 22 underteman. Resultatet från de didaktiska valen var 12 huvudsakliga komponenter, blanda annat: text, bild, video, prov och exempel. Redigeringsverktyget som byggdes innehåller alla 12 huvudsakliga komponenter men några komponenter saknar vissa delar som beskrevs i de didaktiska valen. Verktyget utvärderades av lärdesigner som ansåg att det fungerade men hade vissa brister som behöver åtgärdas. För att lärdesignerna ska kunna använda redigeringsverktyget för att skapa och publicera nya e-lektioner på plattformen behöver verktyget integreras i plattformen, alla komponenter behöver slutföras och användarvänligheten förbättras / Throughout the ages, major technical breakthroughs have on several occasions been integrated into education, but each new technology has its strengths and weaknesses. With the development of the computer and its increased accessibility to the public, the amount of available teaching material (Clark & Mayer, 2016) and the number of students who are studying courses in e-learning has increased (Statista, 2015). E-learning is then, according to Clark & Mayer’s (2016) definition, learning that takes place through a digital medium. One possibility that arises with e-learning is that there are many ways of presenting material. One problem that arises then is to know which components should be used to create good elessons that promote student learning. The aim of the study is to identify which components are important for content creators to use in e-lessons and then, based on these components, develop an editing tool designed to create new e-lessons. To identify the appropriate components, a thematic analysis was first carried out on e-lessons from a learning platform in order to examine which components the instructional designers use to present material. Qualitative interviews were conducted to capture the instructional designers’ ideas and opinions regarding the components. These ideas and opinions were used together with the results of the thematic analysis to make didactic choices about which components are suitable for use in e-lessons. The development of the editing tool was done by creating multiple prototypes and discussing them with the instructional designers to determine the appearance of the components in the tool. From the thematic analysis, 7 themes emerged with a total of 22 sub-themes. The results of the didactic choices were 12 main components, for instance: text, image, video, quiz and examples. The editing tool that was built contains all 12 main components, but some components still lack some parts described in the didactic choices. The tool was evaluated by instructional designers who thought it worked but had some shortcomings that needs to be addressed. For the instructional designer to be able to use the editing tool to create and publish new elessons on the platform, the tool needs to be integrated into the platform, all components need to be completed and user experience improved.

Master of Music / School of Music, Theatre, and Dance / Virginia Houser / This Lecture Recital, given in lieu of a Master’s Report, was on the use of improvisation as a teaching aid in the private piano lesson. The lecture and supplemental handout included an historical overview of the role of improvisation, research on its educational benefits in regards to student learning, and a review and demonstration of current piano method books designed to teach the concept of improvisation. A bibliography of sources used in the presentation, as well as reviewed articles, books, and websites were included in the handout. The piano method books reviewed are Scott McBride Smith’s American Popular Piano, and Pattern Play, by Forrest Kinney. This graduate lecture recital was given in partial fulfillment of the requirements for the Master of Music degree in piano pedagogy on February 25, 2015 in Kirmser Hall at Kansas State University. It featured demonstrations with the aid of Leah Harmon on piano.

The problem investigated was the need for effective and efficient learning for middle school science students to meet expectations set in Goals 2000. The use of the 4MAT Instructional Method was investigated as a possible method for attainment of current science standards. The study included one middle school science instructor's classes with 89 participating students. Measurements were taken and comparisons drawn using three assessment methods to determine if improved academic achievement and attitude scores resulted. Data analysis yielded no significant conclusion in either academic achievement or attitude improvement; however, observations of the researcher indicated potential usefulness of the 4MAT approach. The t-value calculated in the assessment methods was insufficient with a .05 probability of error present in the findings. The limitations of the study skewed the results and outweighed the possible observational insight.

The current study is driven by the growing importance of learning capabilities within organizations. Nowadays an ability to constantly develop and improve based on mistakes and broadly apply successful experience is becoming a strategic competitive advantage in highly competitive business environment. This is even more relevant for project-based organizations, where natural specifics of project activities impose higher requirements in regards to their ability to learn quickly. At the same time, despite the existing number of recommendations there are only rare cases of successful systemic application of knowledge management activities in projectbased organizations. Thus, additional exploration of the topic is required through identification of critical factors that influence implementation process. From this standpoint an exploratory research has been conducted, including an exhaustive literature review and a qualitative case study in a single company, complemented with additional interviews in ten other organizations. The combination of scrupulously summarized theoretical insights from the existing extensive range of academic research and the data obtained empirically resulted in a comprehensive theoretical framework. This framework depicts all the recommended elements that need to be incorporated into a project-based knowledge management system, as well as a list of critical factors, which should be considered while rolling out a system in practice. The current study revealed some new factors, which critically influence the success of project-based knowledge management systems implementation. These new findings are also included into the final framework and supposed to help to eliminate the existing confusion regarding the topic. Therefore, the produced comprehensive framework is highly recommended for practitioners as a starting point for planning their knowledge management system implementations projects. It also suggests further exploratory opportunities.

The focus of this project is to examine current tuba and euphonium applied lessons syllabi and to create a New Orleans brass band curriculum supplement to enhance those existing courses. Through the addition of new method books, exercises, historical texts and articles, listening assignments, and performing experiences, collegiate tuba and euphonium students will be able to apply the knowledge gained in core academic music courses, such as music theory and music history, to mastering a new style of music. Emphasis has been placed on learning chord progressions, stylizations, and how to improvise and walk a bass line.

Disaster preparedness is absolutely necessary as the number of both man-made and natural disasters increases worldwide. Not confined to any regions or people, disasters can result in mass casualties. The United States is not spared from these incidents. Ever since the 9/11 terrorist attacks, the United States has tried to establish more effective and efficient emergency management systems at all levels in order to respond to any type of disaster. Due to the effort, much improvement in disaster preparedness was observed when mass casualty events happened within the last 10 years. Although there are many independent studies for each mass casualty event, there are very few studies done to compare multiple mass casualty incidents and find commonly shared lessons. This paper aims to determine whether there are any similarities among three mass casualty events - 2005 Hurricane Katrina, the 2009 Aurora Theatre Shooting, and the 2013 Boston Marathon Bombing. Because the response to the 2013 Boston Marathon Bombing was the most seamless among the three, the most in-depth investigation was done on this incident. Through the examination, the study will also prove if any of the lessons learned from these events can be implemented in future mass casualty incidents. To do so, many current reports and literature reviews were analyzed. The conclusion gained from this study is that there are indeed commonly occurring challenges in disasters and various aspects of disaster preparedness that require practice and preparation. In addition, learning from others' unfortunate mass casualty incidents and their lessons is an important part of strengthening the existing disaster preparedness systems.

The capture and beneficial application of learning from past experiences in projects has been an area of interest and debate for many years. The implementation of lessons learnt is commonly acknowledged as difficult. Existing studies point to the deficiencies in current practice but few propose practical approaches to improve the situation. A key barrier to learning in projects is the time-critical nature of most projects which makes the creation of time and space to learn and then apply the resultant learning problematic. Other inhibitors include the variety and temporality of project teams, the geographical spread of many projects and client pressures to reduce costs. The aim of this research was to improve project learning processes in multi-phase project environments through the identification and application of relevant organizational learning and knowledge management theories. The research was based on a single company longitudinal case study in an infrastructure support services organization. An event-based approach to project lessons was developed which focuses on benefits realisation and measurement. The processes employed overcome some of the key barriers to the effective capture of lessons learnt and their subsequent implementation i.e. shortage of time, different learning styles of individuals, lack of effective capture mechanisms, poor articulation of benefits realisation, lack of management sponsorship. A model was also developed which acts as a multi-faceted lens which aids the understanding of the dynamics of project-based learning. The model was tested through a series of workshops. In order to assist the roll-out of the new approach across the case study organisation and outline implementation guide that has been developed. The approach can also be promoted externally to improve project management practice across the wider construction industry. In addition, the study also revealed that event-based enactment of complex/abstract theories can be used as a tool to create improved praxis by overcoming the need to explain the theories to the actors involved. The main contribution to research is the development of a new approach which extends existing theory in the areas of learning, knowledge management and boundary objects in multi-phase project contexts. It achieves this through the synergistic use of the theories employed which support the development of reflective practitioners with the skills to engender a 'learning how to learn' culture within project-based environments. Further testing of ongoing benefits monitoring and establishing causality is needed. Overall, the methodology developed is highly adaptable and can be used by others in different organizational contexts to improve organizational learning, business performance, client satisfaction and wider stakeholder outcomes.

The Alliance+ project is a teacher professional development program that integrates technology into mathematics and science lessons. The effectiveness of this innovative program was evaluated in terms of students‟ perceptions of the classroom learning environment and their attitudes towards science/mathematics. The sample consisted of 759 students of seven mathematics/science teachers (four Alliance+ participants and three non-participants) in one middle school in Miami-Dade County, Florida. The students responded to learning environment scales based on the Constructivist Learning Environment Survey (CLES) and the What Is Happening In this Class? (WIHIC) questionnaires to assess their perceptions of the classroom learning environment. Additionally, they responded to an attitude scale modeled on the Test Of Science-Related Attitudes (TOSRA) to assess their attitudes towards mathematics/science. It was found that Alliance+ teachers were more successful than the non-Alliance+ teachers in promoting a classroom environment with more cooperation among students during the science/mathematics lessons. Additionally, Alliance+ professional development model was differentially effective for mathematics and science teachers in terms of three learning environment scales (namely, Teacher Support, Cooperation, and Critical Voice), but not in terms of students‟ attitudes to science. In terms of Cooperation, Alliance+ teachers were more effective than non-Alliance+ teachers for mathematics, but comparable in effectiveness to non-Alliance+ teachers for science. For Critical Voice, Alliance+ teachers were slightly more effective than non-Alliance+ teachers for mathematics, but considerably less effective than non-Alliance+ teachers for science. / In terms of Teacher Support, Alliance+ were less effective than non-Alliance+ teachers for science, but comparable in effectiveness to non-Alliance+ teachers for mathematics. However, teachers who did not participate in the Alliance+ project were more effective than the teachers who participated in the Alliance+ project in providing a positive learning environment in which the students perceived more teacher support and in promoting positive attitudes towards science/mathematics. Qualitative data results revealed that the Alliance+ teachers had not received sufficient support from their school administrators and Alliance+ trainers and lacked the resources that were necessary for them to implement the project successfully, which could possibly be an explanation for the quantitative results in favor of the non-Alliance+ teachers. This study also investigated outcome-environment associations. It was found that associations existed between students‟ attitudes towards science/mathematics and their perceptions of the classroom leaning environment (especially personal relevance, teacher support, and cooperation).