Many post-secondary schools across the country offer adult working students an opportunity to obtain at least partial credit for work and life experiences in their curriculum through portfolios. The primary goal of this project was to design, develop and evaluate a portfolio course for adult students at a small independent university. Design emphasized adult learning theory and incorporated instructional design best practices throughout. Also significant to the design was the implementation of the Quality Matters ™ Rubric. The project focus was to intertwine the six assumptions of adult learning theory while implementing best practices and effective instructional strategies, and to conduct formative and summative evaluations. The study incorporated a pre-test - post test instrument and satisfaction questionnaire for quantitative data collection. The results of this project are positive based on the evaluation data collected during this project.

京都大学 / 新制・課程博士 / 博士(教育学) / 甲第23645号 / 教博第273号 / 新制||教||209(附属図書館) / 京都大学大学院教育学研究科教育学環専攻 / (主査)教授 松下 佳代, 准教授 田口 真奈, 准教授 服部 憲児 / 学位規則第4条第1項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM

Self-directed learning (SDL) readiness skills and the command and/or retention of content knowledge have been identified as key factors for success in post-secondary settings. The Government of Jamaica (GOJ) has stated that two in three Jamaican secondary school graduates lack the requisite content knowledge and self-directed learning skills needed for advancement in the work space and in postsecondary education (Vision 2030 Jamaica National Development Plan, 2009). This dissertation examined the efficacy of project-based learning (PBL) as a method of instruction for improving SDL readiness skills and content knowledge retention. More specifically, the phenomenon was explored within the context of a developing country – in this case – Jamaica. The difference in SDL readiness skills and content knowledge retention was investigated among 8th grade students in an urban high school under PBL conditions (N = 30) and under Traditional Direct Instruction (N=35) using a quasi-experimental design. Data on students’ SDL readiness skills, knowledge comprehension and content knowledge retention were collected using validated instruments. Scores on all three measures were recorded pre-intervention and post-intervention with a follow-up on content knowledge retention. One way repeated measures mixed ANOVAs were run. Results showed that on SDL readiness skills, the difference over time for the PBL group was significantly different from the difference over time for the TDI/control group (pp

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-05-25T12:31:53Z No. of bitstreams: 1 leonardotavaresdepaula.pdf: 1447065 bytes, checksum: 6a4ea2aff9798334815609d932200336 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-25T13:34:22Z (GMT) No. of bitstreams: 1 leonardotavaresdepaula.pdf: 1447065 bytes, checksum: 6a4ea2aff9798334815609d932200336 (MD5) / Made available in DSpace on 2017-05-25T13:34:23Z (GMT). No. of bitstreams: 1 leonardotavaresdepaula.pdf: 1447065 bytes, checksum: 6a4ea2aff9798334815609d932200336 (MD5) Previous issue date: 2017-02-21 / O presente trabalho trata do ensino de física por projetos, através da construção de um forno solar com as turmas do segundo ano do ensino médio de uma escola pública da rede estadual de Minas Gerais. No trabalho é estabelecida uma discussão sobre a aprendizagem significativa e a importância do professor em diversificar a prática pedagógica buscando uma maior interação dos alunos com o conhecimento. No processo metodológico foi criado um roteiro de trabalho, o qual foi aplicado para as turmas já mencionadas. Posteriormente foram efetuadas análises quanto a eficiência da prática pedagógica por projetos, por meio de um questionário aplicado aos alunos observando sua satisfação em participar da atividade e os conhecimentos adquiridos durante o trabalho. Pôde-se concluir a partir das análises que o uso de projetos como ferramenta pedagógica pode ajudar na relação do aluno com o conhecimento. Além disso essa prática mostrou-se eficiente para o fomento à aprendizagem significativa. / The present work deals with the teaching of physics by projects, through the construction of a solar oven with the classes of the second year of high school of a public school of the state network of Minas Gerais. In the work, a discussion about the significant learning and the importance of the teacher in diversifying the pedagogical practice is established, seeking a greater interaction of the students with the knowledge. In the methodological process a work script was created, which was applied to the classes already mentioned. Later, analyzes were performed on the efficiency of the pedagogical practice by projects, through a questionnaire applied to students observing their satisfaction in participating in the activity and the knowledge acquired during the work. It could be concluded from the analyzes that the use of projects as a pedagogical tool can help in the relation of the student with the knowledge. In addition, this practice proved to be efficient for the promotion of meaningful learning.

Doctor of Philosophy / Department of Secondary Education / Diane McGrath / In many college of education programs, the feasibility of online courses has provided opportunities for in-service teachers who are pursuing a higher educational goal while working full-time with school and/or family responsibilities. Although preliminary evidence on project-based learning (PBL) in traditional classrooms with younger learners suggests that students are highly motivated, it is not clear whether adult learners recognize the value of the online PBL approach. This study documented adult learners’ learning experience with online projects, their collaborative experience, and their learning experience with technological tools. The result of this study can contribute to our understanding of the strengths and the obstacles in an online PBL environment. Nineteen participants who registered in a graduate level course participated in this case study over a 16-week semester. They collaborated in small group of 2–5 members in order to communicate and construct projects at a distance. Qualitative and quantitative data were collected and interpreted based on a descriptive case study design. Multiple sources of data include course documentation, archival data from course management system, student-created projects, surveys, and interviews. A model for content analysis of CMC was applied to qualitative analysis of the electronic discourse. Findings of this study indicated that participants gained positive experience in this new way of learning. In particular, three themes related to online PBL approach emerged: (1) project relevancy and authenticity as the primary concerns in guiding driving question, researching information, and constructing artifact; (2) synchronicity is indispensable for online collaboration; and (3) repeated exposures with technology tools reduce the fear and reinforce the skill to be learned.

Mobile technology has allowed the traditional boundaries that exist between formal learning and informal learning to blend. The purpose of this research is to understand and describe the use of established and new “support networks” and the process of knowledge acquisition and knowledge creation in a formal learning environment. Factors affecting the design, testing and ultimate feasibility of using mobile devices such as cell phones to enhance teaching and learning in well-resourced developed, and under-resourced developing schools are identified. Findings in this study point to the general acceptance of using mobile technology as a readily available vehicle, to provide access to contents and allow learners to contribute to the collective body of knowledge from their own perspective. Copyright 2007, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Batchelor, J 2007, Mobile information communication and technology use in secondary schools : a feasibility study, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-09102007-161045 / > / Dissertation (MEd (Computer Integrated Education))--University of Pretoria, 2007. / Curriculum Studies / unrestricted

Mit dem Projekt ID4BM wurde eine hochschulübergreifende Lehrkooperation umgesetzt. Es wurden zwei Seminare in allen Phasen – von der Wissensbereitstellung über die Wissensanwendung bis hin zur Bewertung – miteinander verzahnt. Technologische Basis war die Lernplattform OPAL. Verwendete Methoden waren projektbasiertes Lernen, Flipped Classroom, Virtual Classroom, Gruppenarbeit, eTutoring, Gruppencoaching und Peer Review. Dieser Beitrag liefert Einblicke in die Konzeption der Lehrveranstaltung und die Evaluationsergebnisse.

This diploma thesis introduces children's musical as a didactic tool at primary schools. This work maps the influence of creative playwright on the development of musical abilities, skills and creativities. The theoretical part of this diploma thesis defines the term "musical". It briefly describes the origin of the musical as a genre. The practical part brings possibilities of using a musical as a means of an educational process. It provides particular demonstrative situations which lead to development of the crucial competences of the students. The author of the musical is the author of this diploma thesis. She herself translates the music recording, scenario, and methodical material. The method, that has been used for the field research, is a systemic observation which is divided into ten lessons in the form of a project-based learning. This thesis deals with an issue, whether the musical enables an active engagement of the pupils in the musical educational process. The hypotheses, which have been set, are verified by the means of collective reflection from which follows students' higher motivation for musical activity. The realization of the musical positively develops students' attitudes towards music and enables them to react to current trends in the field of musical education. KEYWORDS...

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Due to anxiety, low confidence, and inadequate content knowledge, many college students struggle to complete their developmental math coursework. As colleges redesign their programs to address these issues, careful research is imperative to determine the factors that best meet the needs of these struggling students. The purpose of this study was to analyze the impact of one college's redesigned program (integrating online, mastery, and project-based learning) compared with the traditional program. Using Weiner's attribution theory of achievement motivation and emotion as a guide, this mixed methods case study used a quasi-experimental nonequivalent control group design in conjunction with a qualitative examination of student interviews. The study used archived quantitative data and interview data from community college students in the Western United States. The quantitative data was analyzed using multiple regression, and a thematic analysis was used for the interview data. The results indicated that students in traditional courses achieved higher final exam scores than those in the revised courses. However, the revised and traditional math students did not exhibit significantly different attitudes toward math. Some of the key factors that directly impacted student success included the availability of student support services, student collaboration, and self-concept and motivation. Based on these results, the participating college and similar colleges will be able to make more informed decisions to improve the efficacy of their developmental math programs. These revisions will then help to improve student attitude and success in mathematics, will motivate students to persist in their education, and will better equip students to positively contribute to their future communities and workplaces.