The study investigated the effects of self-monitoring on students' academic achievement and self-regulation in an interactive television (ITV) classroom. High school students taking the Japanese courses via ITV were asked to engage in self-monitoring activities, including goal setting, self-recording, and self-evaluation for 6 weeks using online databases. The study employed a quasi-experimental design with pre- and post-tests. and two groups: control and experimental groups, were formed to examine the effects of self-monitoring. Students' test grades and the Motivated Strategies for Learning Questionnaires were used to measure academic achievement and self-regulation. Hierarchical regressions were conducted to analyze the data. While no significant difference was found between two groups, the study provided directions for future research. / Ph. D.

The following study investigates the use of a web-based mechanism that was designed to attempt to influence levels of self-efficacy by engaging participants in an experimental procedure. The process encouraged participants to monitor their time management behaviors and engage in a self-regulated learning process. The study utilized a web-based tool in order to attempt to evoke these changes using current and emerging instructional technologies and tools. This mechanism provided participants with feedback on their time management behaviors as they progressed through a two-week process of setting goals, monitoring their time management practices, and receiving feedback. Although no significant findings were discovered via the statistical analyses, many implications regarding the development and implementation of future interventions can be inferred. / Ph. D.

Submitted by Simone Maisonave (simonemaisonave@hotmail.com) on 2016-09-01T13:10:03Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Glediane Saldanha Goetzke da Rosa_Dissertacao.pdf: 4102365 bytes, checksum: 2bc9271079c76f0a5c5916b3f631a161 (MD5) / Approved for entry into archive by Simone Maisonave (simonemaisonave@hotmail.com) on 2016-09-01T13:10:13Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Glediane Saldanha Goetzke da Rosa_Dissertacao.pdf: 4102365 bytes, checksum: 2bc9271079c76f0a5c5916b3f631a161 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-09-05T19:53:03Z (GMT) No. of bitstreams: 2 Glediane Saldanha Goetzke da Rosa_Dissertacao.pdf: 4102365 bytes, checksum: 2bc9271079c76f0a5c5916b3f631a161 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-09-05T19:53:30Z (GMT). No. of bitstreams: 2 Glediane Saldanha Goetzke da Rosa_Dissertacao.pdf: 4102365 bytes, checksum: 2bc9271079c76f0a5c5916b3f631a161 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-06-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / O estudo aqui apresentado teve como objetivo geral verificar nas produções textuais de alunos do 3º ano do ciclo de alfabetização, se houve e quais foram as mudanças ocorridas nos componentes linguístico e convencional a partir de uma intervenção pedagógica ancorada no construto da autorregulação da aprendizagem que investiu no ensino explícito e uso de estratégias autorregulatórias nas fases de planejamento, execução e avaliação da escrita dos textos. Durante o período de intervenção pedagógica foram realizadas, semanalmente, oficinas que tiveram como principal estratégia a utilização do livro As Travessuras do Amarelo a partir do qual foram elaboradas atividades relacionadas à escrita de textos. No decorrer da intervenção, investiu-se no ensino e incentivo ao uso de estratégias autorregulatórias nas fases de planejamento, execução e avaliação da tarefa. Os dados para a avaliação das mudanças ocorridas na escrita de textos foram coletados por meio de produções de textos e entrevista realizada após a conclusão da tarefa. Com base na análise de conteúdo, foi verificado o uso de estratégias autorregulatórias específicas para cada uma das fases do processo cíclico da autorregulação. Na fase de planejamento, as estratégias utilizadas pelos participantes foram organização das ideias, formulação de esquema, vivência anterior e busca de recursos. Percebeu-se que essas estratégias favoreceram os avanços percebidos no componente linguístico. Na fase de execução, as estratégias abordadas foram leitura, correção e busca de ajuda. De acordo com a fala dos participantes, essas estratégias foram utilizadas com o objetivo de melhorar sua ortografia. Na fase de avaliação, as estratégias leitura de todo o texto e avaliação contribuíram para que os participantes avaliassem aspectos relativos à sua própria atuação e os componentes linguístico e convencional da produção escrita. Os resultados obtidos no estudo demonstram que os participantes apresentaram: I) avanços significativos em relação aos componentes linguístico e convencional, estimulados por atividades de aprendizagem desenvolvidas em uma intervenção pedagógica que oportunizou maior controle e consciência sobre a escrita de textos; II) os avanços foram potencializados pela adoção e ampliação do uso de estratégias autorregulatórias de planejamento, execução e avaliação no desenvolvimento de suas atividades, em específico, na escrita de textos. / The present study aimed to verify, on the textual productions by students of the third year of the alphabetization cycle, whether there were and what were the changes occured on the linguistic and conventional components, from a pedagogical view based on the self-regulated learning, which invested on the explicit teaching and on the use of self-regulated strategies on the planning, execution and evaluation phases of writing. During the educational intervention period were conducted weekly workshops which had the main strategy to use the book The Yellow Trick from which activities were developed related to written texts. Throughout the intervention we invested on teach and use of self-regulation strategies in the planning, execution and evaluation phases. The data for the assessment of the changes occurred on the written texts were collected through textual productions and interviews, which were held after the child completed the task. On the basis of content analysis, the use of specific self-regulation strategies for each phase of the cyclic process was verified. On the planning phase, the strategies used by the participants were idea organization, scheme formulation, previous experience and search for resources. It became apparent that these strategies favored progress on the linguistic component. During the execution phase, the strategies used were reading, correction and look for help. According to participants interview, those strategies were used as to improve the orthography. On the evaluation phase strategies such as reading the entire text and assessment, contributed to the evaluated participants the performance and the linguistic and conventional components of the their writing production. The results obtained by the study demonstrate that the participants exhibited: I) significant improvement in relation to the linguistic and conventional components, which was stimulated by learning activities developed in a pedagogical intervention that gave to the participants opportunity to more control and conscience over the textual production; II) the advances were enlarged by the implementation and amplification of the use of self-regulation strategies to planning, execution and evaluation during the development of their activities, specifically in the textual productions.

This thesis deals with formal and syntax directed translation. This thesis contains theoretical part, which defines regular, context free, context sensitive and recursively enumerable languages a grammar. There are given examples of grammars which are able to generate languages that are not context free. Covered by this thesis are matrix grammars, random context grammars and programed grammars. Researched are also finite, pushdown, deep and regular automata, transducers and their part within format syntax directed translation. This project also defines regular transducers based as regulated automata. Thesis defines regulated methods of syntax analysis based on predictive parsers. These methods cover analysis of studied regulated grammars. The final part of this thesis describes new language capable of effective description of these grammars and compiler producing parser code for these grammars written in this new language and their graphical analyzer.

This longitudinal qualitative research case study analyzed how international students in their first semester at an intensive English program (IEP) managed their English language learning experiences while transitioning to a new academic learning environment. Their experiences of cultural and educational transition were viewed through the lens of self-regulatory learning habits and behavior. Three linguistically and internationally diverse students who identified as highly self-regulated learners through Likert-scale questionnaire responses were interviewed at the beginning, middle, and end of their first semester at a large university-affiliated IEP in the western part of the US. The three students came from Central America (Spanish speaking), Sub-Saharan Africa (Malagasy & French speaking), and Asia (Mandarin Chinese speaking). Semi-structured interviews yielded data about what self-regulated learning (SRL) principles and practices the students brought with them to the IEP and which SRL principles and practices were maintained, newly developed, or not used throughout their first semester. Data collected from the semi-structured interviews about their transition experiences were organized and analyzed within a six-dimensional model of SRL that included how students managed their motives, in-class and out-of-class learning methods, time, physical environments, social environments, and language performance. Implications for researchers, administrators, and teachers are discussed, including the role of resilience as an important self-regulated learning practice for language learners.

No description available.

Collaboration is a vital skill in today’s knowledge economy. Regrettably, many learners lack the regulatory skills required for complex collaborative tasks. In particular, groups struggle to construct shared task perceptions of collaborative tasks on which to launch engagement. Thus, the purpose of this dissertation was to examine how computer supported collaborative learning (CSCL) tools can be leveraged to support shared task perceptions for regulating collaboration. Because investigating this process brings forth a wide array of methodological challenges, a second purpose of this dissertation was to explore how CSCL tools can be used as a methodological solution for capturing this process. Towards this end, research unfolded across one conceptual paper and two empirical studies: (a) Miller & Hadwin (2015a) extended work conceptualizing self-, co-, and shared-regulation in successful collaboration and drew on this theoretical framework to propose ways in which CSCL tools can be designed to support and research regulation of collaboration; (b) Miller, Malmberg, Hadwin, & Järvelä (2015) investigated the processes that contributed to and constrained groups’ construction of shared task perceptions in a CSCL environment in order to inform further refinement of supports; (c) Miller & Hadwin (2015b) examined the effects of tools providing different levels of individual and group support on construction of shared task perceptions and task performance. Together, findings revealed the potential of blending pedagogical tools to support shared task perceptions with research tools for examining and understanding regulation. In particular, findings evidenced shared task perceptions to be a complex and challenging social phenomenon and shed light on ways in which CSCL tools may prompt and promote this process. In addition, data generated by learners as they interacted with CSCL supports created valuable opportunities to capture shared task perceptions as they unfolded in the context of meaningful collaborative tasks across the individual and group level. / Graduate / 0525 / fgage@uvic.ca

A stall-regulated wind turbine with fixed-speed operation provides a configuration which is one of the cheapest and simplest forms of wind generation and configurations. This type of turbine, however, is non-optimal at low winds, stresses the component structure and gives rise to significant power peaks during early stall conditions at high wind speeds. These problems can be overcome by having a properly designed generator speed control. Therefore, to track the maximum power locus curve at low winds, suppress the power peaks at medium winds, limit the power at a rated level at high winds and obtain a satisfactory power-wind speed curve performance (that closely resembles the ideal power-wind speed curve) with minimum stress torque simultaneously over the whole range of the wind speed variations, the availability of active control is vital. The main purpose of this study is to develop an internal model control (IMC) design for the squirrel-cage induction generator (SCIG), coupled with a full-rated power converter of a small (25 kW), stall-regulated, variable-speed wind-turbine (SRVSWT) system, which is subject to variations in the generator speed, electromagnetic torque and rotor flux. The study was done using simulations only. The objective of the controller was to optimise the generator speed to maximise the active power generated during the partial load region and maintain or restrict the generator speed to reduce/control the torque stress and the power-peaking between the partial and full load regions, before power was limited at the rated value of 25 kW at the full load region. The considered investigation involved estimating the proportional-integral (PI) and integral-proportional (IP) controllers parameter values used to track the stator-current producing torque, the rotor flux and the angular mechanical generator speed, before being used in the indirect vector control (IVC) and the sensorless indirect vector control (SLIVC) model algorithms of the SCIG system. The design of the PI and IP controllers was based on the fourth-order model of the SCIG, which is directly coupled to the full-rated power converter through the machine stator, whereas the machine rotor is connected to the turbine rotor via a gearbox. Both step and realistic wind speed profiles were considered. The IMC-based PI and IP controllers (IMC-PI-IP) tuning rule was proven to have smoothened the power curve and shown to give better estimation results compared to the IMC-based PI controllers (IMC-PI), Ziegler-Nichols (ZN) and Tyreus-Luyben (ZN) tuning rules. The findings also showed that for the SRVSWT system that employed the IVC model algorithm with the IMC-PI-IP tuning rule, considering the application of a maintained/constant speed (CS) strategy at the intermediate load region is more profitable than utilizing SRVSWT with the modified power tracking (MoPT) strategy. Besides that, the finding also suggested that, for the IMC-PI-IP approach, the IVC does provide better power tracking performance than the SLIVC model algorithm.

The study concerns the new educational activities that emerge within the deregulated school system at the beginning of the 21st century. Which ideas guide the work? How is the activity formed? What does one hope to achieve? The aim of the thesis is to explore these educational practices in one of the larges independent schools in Sweden – Kunskapsskolan. The study was based upon a sociocultural perspective on learning and on twenty situated interviews with seven principals. Tools central for the activity in Kunskapsskolan were used as basis for the interviews. A qualitative analysis has been used; one of the methods for analysis applied is phenomenography. The study shows how the school, with the help of centrally developed tools, organised the teaching and the environments for learning that were implemented in all schools of the company. Individually organised teaching is the foundation for all teaching, where the students are expected to be self-regulated and self-correcting and use the tools provided for their learning. With regards to the students’ learning, the teachers’ role is mainly related to individual tutorial conversations. Thereby the tools intended to create freedom and control for the students, also create problems and obstacles. Students who do not learn to use the tools have difficulties in managing their studies. The new tools also affect the teachers’ work. In comparison with other schools, the teachers are expected to submit to the educational model and a centrally controlled planning. The teaching is centrally planned in subject specific stages or subject integrated courses. Teachers can influence the central planning by working collaboratively in teacher teams but not individually. The main commission of the teachers is to follow the educational model decided by the company. In comparison with the traditional school, both teachers and students are given new roles. When learning is individually organised for the students, the teachers are expected to develop their knowledge collectively. According to the results, both students and teachers have different approaches to the system – they can submit to the system or approach it in a more independent and reflective way.

An architecture for norm-regulated multi-agent systems based on an algebraic approach to normative systems is instrumentalized and further developed. The core of the instrumentalization is a Prolog module, which together with a Java library can be used for creating client/server-based runtime systems. Norms are represented as conditional sentences, whose normative consequences are formulated by applying normative operators to descriptive conditions. From such general normative conditions follow normative sentences regarding specific states of affairs. These in turn result in permission or prohibition of individual actions in specific situations. Furthermore, an approach to turning runtime systems into instruments for problem-solving by using evolutionary mechanisms for evolving normative systems, is presented. The construction of norm-creating operators on conditions, which forms the basis for the representation of normative systems, is approached from two angles. (i) A logical analysis based on the Kanger-Lindahl theory of normative positions is conducted. This results in two extended sets of types of normative positions, and based on an algebraic version of one of these extended systems, a set of operators for creating agent-specific norms is constructed. (ii) An alternative analysis, which takes as its starting point a systematic exploration of types of state transitions, yields a set of norm-creating operators based on prohibition of transition types. It is furthermore argued that in the context of a class of transition systems, in which transitions are deterministic and associated with a single agent performing an act, operators based on (ii) specify a meaningful semantics of operators based on (i). Theoretical results together with shared code and example applications contribute to make possible theoretically sound, transparently described, and efficiently implemented norm-regulated autonomous agent systems. / En arkitektur för normreglerade multiagentsystem baserad på en algebraisk representation av normativa system instrumentaliseras och vidareutvecklas. Kärnan i instrumentaliseringen utgörs av en Prolog-modul som tillsammans med ett Java-bibliotek kan användas för att skapa client/server-baserad körbar kod. Normer representeras som ordnade par av grundvillkor och följdvillkor. De senare konstrueras genom att normativa operatorer appliceras på deskriptiva villkor. Från sådana generella normativa villkor följer normativa satser om specifika sakförhållanden, vilka i sin tur ger upphov till förbud mot eller tillåtelse att utföra enskilda handlingar i olika situationer. Vidare skisseras en metod för att göra körbara multiagentsystem till verktyg för problemlösning genom att använda evolutionära mekanismer för att odla fram normativa system. Konstruktionen av normskapande operatorer på villkor, vilka ligger till grund för representationen av normativa system, betraktas ur två olika synvinklar. (i) En logisk analys, baserad på Kanger-Lindahls teori om normativa positioner. Denna resulterar i två utökade uppsättningar av typer av normativa positioner och utgående från en algebraisk version av ett av dessa utökade system konstrueras sedan en uppsättning operatorer för att skapa agentspecifika normer. (ii) En alternativ analys, som tar sin utgångspunkt i en systematisk undersökning av olika typer av tillståndsövergångar. Denna ger upphov till en uppsättning av normskapande operatorer som är baserade på förbud mot olika typer av övergångar. Argument presenteras vidare för att inom ramen för en klass av övergångssystem, där övergångar är deterministiska och associerade med en agent som utför en handling, så specificerar operatorer baserade på (ii) en meningsfull semantik för operatorer baserade på (i). Teoretiska resultat tillsammans med tillgängliggjord programkod och exempel på tillämpningar bidrar till att underlätta skapandet av teoretiskt sunda, transparent beskrivna och effektivt implementerade normreglerade system av autonoma agenter. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 4: Submitted. Paper 5: Forthcoming.</p>