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Hur påverkas den uppfattade träningsmotivationen vid användning av de spelifierade elementen som finns i träningsapplikationen Fitocracy, i jämförelse med mer traditionella analoga loggningsmetoder? Spelifierade element i olika slags applikationer är något som används mer och mer i samband med att mobiltekniken utvecklas. Trots detta finns det ingen väletablerad spelifierad applikation för det ändamål många behöver uppfatta- en ökad motivation inför träning. Denna studie har som mål att undersöka en av de mest etablerade träningsapplikationer som finns på marknaden - Fitocracy - och hur mycket dess spelifierade element faktiskt påverkar den uppfattade träningsmotivationen i jämförelse med en traditionell träningsloggning. Flera studier har utförts inom området tidigare och de har ofta funnit tecken på att spelifierade element har en positiv inverkan, men att fenomenet bakom detta borde studeras djupare. Gowin fann i sin studie från 2014 att majoriteten av deltagarna använde sig av en applikation som innehöll spelifierade element vilket hjälpte dem att möta sina träningsmål. För att uppskatta den uppfattade motivationsnivån av de spelifierade elementen i Fitocracy jämfördes under två veckors tid två stycken undersökningsgruppers träningsloggning. En grupp använde sig av Fitocracy och den andra loggade sin träning kontinuerligt med hjälp av ett formulär. Undersökningen baseras på användarnas loggning tillsammans med formulär som skickades ut till deltagarna innan, under och efter studien. Studiens kvantitativa resultat tyder på att den uppfattade träningsmotivationen inte påverkas alls med hjälp av spelifierade element i jämförelse med analoga loggningsmetoder. Från det kvalitativa resultatet kan man dock dra slutsatsen att de spelifierade elementen i Fitocracy tycks påverka användarnas uppfattade motivationsnivå på ett positivt sätt. / How is the perceived training motivation affected by the use of the gamified elements found in the Fitocracy training application, compared to more traditional analogue logging methods? Gamified elements in different types of applications are something that is used more and more in the development of mobile technology. Despite this, there is no well-established spatial application for the purpose many need to perceive - an increased motivation for training. This study aims to investigate one of the most established exercise applications available on the market - Fitocracy - and how much its gamified elements actually affect the perceived training motivation compared to a traditional training logging method.Several studies have been carried out in the field earlier, and they have often found signs that gamified elements have a positive impact, but the phenomenon behind this should be studied deeper. Gowin found in his study from 2014 that the majority of participants used an application that contained gamified elements that helped them meet their training goals. In order to estimate the perceived motivation level of the gamified elements in Fitocracy, for two weeks, two training groups were logged in training logging. One group used to use Fitocracy and the other logged their training continuously using a form. The survey is based on user logging along with forms sent to the participants before, during and after the study. The quantitative results of the study indicate that the perceived training motivation is not affected at all by gamfied elements as compared to analog logging methods. However, from the qualitative results, one can conclude that the gamified elements in Fitocracy seem to positively impact the perceived motivational level of the users.

This Thesis is focused on beginning teachers as absolvents of Charles University Faculty of Education with experience at most three years. There is explained what competences teachers have to individualize lessons at Primary school. This topic is very popular these days and doesn't cover only children with specific needs or children who are gifted, but it includes all pupils. This thesis tries to map this current situation with eight chosen teachers who respond to our requairments. The Teoretic part is divided into five chapters, which describe professional quality of teacher with deep focusing on personal characteristic, the term a beginning teacher and his most frequent problems. Next chapter is focused on pedagogical competences. Subchapters are conected with deep analyzation of teacher's competances to individualize his lessons and introduse some tendences in current preparatory education of teachers at primary schools. In penultimate chapter there is deeper describtion of preparatory education of teacher at primary school and personality. The last chapter of the teoretic part is focused on terms diferenciacion and individualisation. It introduces two alternative programmes know as Dalton plan and Winet system. The research, which belongs to an experimental part, is focused on quality. It was...

This thesis has been carried out at the University of Skövde in collaboration with Casall Sports AB. The project goal was to evaluate and implement the method Crowdsourcing in Casall’s current product development process. The founder of the term Crowdsourcing, Jeff Howe, believed in engaging the public to solve different ranges of problems within a company. To explore the possible use of the method, a product development process was created for the company to work after when using Crowdsourcing.  This process was an outcome from literature studies in product development processes and in Crowdsourcing methods. With the use of this developed process, implementation of Crowdsourcing to Casall’s product development process was made. The result is presented as a guide for Casall using Crowdsourcing when developing new products or product lines. The online-platform crowdSPRING.com was chosen for applying phases including Crowdsourcing. To evaluate the guide, a mission statement for the development of training gloves was created for evaluation with a focus group of 10 people. The outcome of this project is a product development process with implementation of the method Crowdsourcing presented as a guide and accordingly a new approach for Casall when using crowdSPRING. / Detta examensarbete har genomförts på Högskolan i Skövde i samarbete med Casall Sport AB och behandlar hur metoden Crowdsourcing kan implementeras i deras nuvarande produktutvecklingsprocess. Begreppet Crowdsourcing myntades av Jeff Howe som menar att metoden ska engagera allmänheten för att lösa små till stora problem inom ett företag. För att undersöka möjligheten till användandet av metoden skapades en egen produktutvecklingsprocess för företaget att arbeta efter vid användning av Crowdsourcing. För att skapa en egen produktutvecklingsprocess utfördes litteraturstudier kring produktutvecklingsprocesser samt en fördjupning inom Crowdsourcing. Efter att ha tagit fram en egen produktutvecklingsprocess kunde en sammankoppling fastställas mellan Casalls produktutvecklingsprocess och Crowdsourcing. Detta gjordes för att anpassa metoden Crowdsourcing på bästa sätt till Casalls nuvarande produktutvecklingsprocess. Med stöd från resultatet valdes det att ta fram en guide för Casall vid användning av Crowdsourcing. Här bestämdes det att Casall bör använda sig av webbplattformen crowdSPRING.com för att applicera metoden i deras produktutvecklingsprocess. En uppdragsbeskrivning för utveckling av träningshandske skapades för att arbetstagarna ska kunna veta vad uppdraget går ut på, när de ska utveckla en träningshandske åt Casall. För att veta ifall uppdragsbeskrivningen var tillräckligt tydlig för arbetstagarna, genomfördes en utvärdering med hjälp av tio testpersoner. Efter utvärderingen av uppdragsbeskrivningen kunde guiden och den egenskapade produktutvecklingsprocessen kopplas samman och detta resulterade i ett förslag på nytt arbetssätt för Casall att arbeta vid användning av crowdSPRING.

The number of people aged 60 years and over has doubled since 1980and the World Health Organization predicts that the population of over60s will reach 2 billion by the year 2050. An ageing population poses bothchallenges and opportunities for society and for individuals. Whilst theseare positive statements, increases in life spans do not directly lead to increasesin health spans. The naturally occurring ageing process can leadto reductions in functionality and, in order to address this, scholars haveargued the benefits of regularly engaging in physical activity, and especiallyresistance training. Therefore, an important challenge for modernsociety is to develop strategies that delay the onset of disease, such as interventionsthat include physical activity. This licentiate thesis investigatesolder women’s physical activity in a resistance training context and howthis affects different aspects of their health.The overall aim of the thesis is to explore healthy and physically activeolder women’s experiences of what maintains and enhances their healthafter starting resistance training.This thesis used a quantitative and a qualitative approach to investigatea group of old adult women. Data collection was structured in questionnaires(n=32) with one intervention group and one control group for thepaper I, and focus group interviews (n=14) in paper II. Paper I studied theeffects of resistance training on physically active and healthy olderwomen. Paper II relates to the women who continued to exercise after theresistance training intervention ended in order to explore their health resources.The theoretical framework used in this thesis is a movement towardshealth as explained by salutogenic theory.This thesis showed that resistance training has positive effects on psychologicalwell-being and is important because it not only benefits thosewho are physically inactive, but also those who are already physically activeand healthy.From a salutogenic perspective, physical activity provides a meaningful,comprehensible and manageable way for older women to engage in theongoing process of maintaining health.

Thesis (MComm)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Learnership programs are implemented in different industries as development interventions to contribute to the skills development and, after successful completion, ultimately contribute toward the alleviation of poverty. Insight into the factors that influence learnership performance will provide direction in terms of optimising learnership performance. The purpose of the research study was to create an understanding of the factors that influence learnership performance, with a focus on intention as a key variable. The literature review culminated in the development of the partial model of learnership performance (PMLP). Due to the complexity of the model and the sample size of 95 learners, the decision was made to split the model and to test it as two separate models. The first focused on antecedents of learnership performance including age, gender, previous work experience, previous learning experience, intention and environmental constraints. The second included the variables underlying intention namely behavioural beliefs, normative beliefs, control beliefs, attitudes, subjective norms and perceived behavioural control. A questionnaire was developed for the specific purpose of the study. A mixed method methodology (including both qualitative and quantitative data gathering methods) were employed that included individual interviews, a pilot study of the questionnaire and the administration of the final questionnaire. Data was subjected to various statistical analysis including descriptive statistics and correlation analysis. Mediating relationships were calculated by means of the Sobel test. Previous learning experience as well as intention correlated positively with learnership performance. Although the sample included more male participants, women achieved higher levels of learnership performance. Significant relationships were found between intention and the hypothesised direct variables including attitudes, subjective norms and perceived behavioural control. Behavioural beliefs and normative beliefs showed significant indirect relationship to intention. It was expected that environmental constraints would have a negative moderating impact on the relationship between intention and learnership performance; however the research results did not corroborate this hypothesis. The relationship between intention and learnership performance was strong in cases where learners experience challenging environmental factors, whereas no significant relationship between intention and learnership performance was found in the absence of environmental constraints. Recommendations were made regarding an intervention to enhance learners’ intentions. Two approaches were recommended to optimise learnership performance, namely journaling activities and interactive workshops. These approaches aim to guide learners through the identification of obstacles that could inhibit their success in the learnership program. By consciously choosing to overcome these obstacles, learners develop an internal sense of empowerment which will enable them to take a step towards breaking the cycle of poverty. / AFRIKAANSE OPSOMMING: Leerlingskap programme word in verskillende industrieë geïmplementeer en vorm deel van ontwikkelingsintervensies wat bydra tot vaardigheidsontwikkeling, en met die voltooing van leerlingskappe, ten einde armoede te bestry. Insig aangaande die faktore wat leerlingskapprestasie beinvloed sal daarom as ‘n basis dien vir die optimalisering van leerlingskapprestasie. Die doel van die navorsingstudie was om insig te bekom rakende die faktore onderliggend aan leerlingskapprestasie, met ‘n fokus op intensie as ‘n kritieke veranderlike in hierdie opsig. Die literatuur oorsig het gelei tot die ontwikkeling van die gedeeltelike model van leerlingskapprestasie-voorspelling. As gevolg van die steekproef van 95 leerders is die besluit geneem om die model van leerlingskapprestasie-voorspelling in twee modelle te verdeel. Die een model het faktore onderliggend aan leerlingskapprestasie ingesluit terwyl die ander model faktore ingesluit het wat betrekking het tot die intensie om in ‘n leerlingskap te presteer. ‘n Vraelys was ontwikkel vir die spesifieke doeleindes van die studie. ‘n Kombinasie van byde kwalitatiewe en kwantitatiewe data insamelingstegnieke is toegepas wat individuele onderhoude, ‘n loodsstudie - en ‘n finale studie van die vraelys ingesluit het. Verskeie data analise metodes is toegepas naamlik betroubaarheids analise, beskrywende statistiese analise en korrelasie analise. Bemiddelende verhoudings is met behulp van die Sobel toets verwerk. Vorige leerervaring sowel as intensie het positiewe korrelasies getoon in terme van leerlingskapprestasie. Alhoewel die steekproef meer mans as vroue ingesluit het, het vroue beter leerlingskapprestasie as mans getoon. Beduidende verhoudings is opgemerk tussen intensie in die drie veronderstelde direkte veranderlikes naamlik houdings, subjektiewe norme en waarneembare gedragsbeheer. Gedragsoortuigings sowel as normatiewe oortuigings het albei beduidende indirekte verhoudings getoon in terme van intensie. Die veronderstelling was dat omgewingsbeperkings ‘n negatiewe impak sou hê op die verhouding tussen intensie en leerlingskapprestasie, maar die navorsing resultate het ‘n interessante bevinding getoon. Die korrelasie tussen intensie en leerlingskapprestasie was sterk in gevalle waar leerlinge uitdagende omgewings faktore beleef, terwyl geen beduidende verhouding tussen intensie en leerlingskapprestasie waarneembaar was in die afwesigheid van omgewingsbeperkings nie. Voorstelle is gemaak met betrekking tot ‘n intervensie wat poog om leerders se intensie te verhoog. Twee benaderings naamlik joernaal oefeninge en interaktiewe werkswinkels is voorgestel. Die doel van hierdie benaderings is om aan leerlinge leiding te gee met die identifisering van uitdagings wat moontlik hul sukses in die leerlingskap program kan inhibeer. Met die doelbewuste besluit om hierdie uitdagings te oorkom ontwikkel leerders interne bemagtiging wat hul in staat sal stel om die eerste tree te neem om die armoede siklus te oorkom.

Made available in DSpace on 2016-12-08T16:52:07Z (GMT). No. of bitstreams: 1 debora.pdf: 906847 bytes, checksum: 5ae7f5c8f982fd575f75b745592ed524 (MD5) Previous issue date: 2009-12-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The research aims to investigate the clown formation process, recognizing the technical principles and pedagogic procedure used in the clown/apprentice formation. The study of how to operationalize the practice of teaching/learning the clown art shows a group of knowledge that can be used by young artists to help them in practice. This investigation analyzes the trajectory of three professional artists: Ângela de Castro, Esio Magalhães and Fernando Cavarozzi. The study, in qualitative terms, presents initially a literature review seeking to investigate codes that define this artistic expression. Afterwards, it is analyzed the professional life of the three artists. This is made by the observation of their shows, workshops, courses and by interviewing them. The presentation of the procedure used by them regularly, far from reduce it to spreadsheets and unchangeable schemes, intends to point out a group of good advices to assist young artists to build their own artistic and professional life / A pesquisa objetiva investigar o processo de formação do palhaço, (re)conhecer princípios técnicos e procedimentos pedagógicos utilizados na formação do palhaço/aprendiz. O estudo dos modos de operacionalizar a prática de ensino/aprendizagem na arte da palhaçaria evidencia um conjunto de saberes que podem instrumentalizar a prática de jovens artistas. Esta investigação analisa a trajetória de três artistas profissionais. São eles: Ângela De Castro, Esio Magalhães e Fernando Cavarozzi. O estudo, de caráter qualitativo, apresenta inicialmente uma revisão da bibliografia na busca de investigar códigos que definem esta linguagem artística. Posteriormente, desenvolve-se uma análise dos percursos dos três artistas. Tal análise se efetua por meio da observação de espetáculos, oficinas, cursos e com a realização de entrevistas. A apresentação dos procedimentos recorrentes por eles utilizados, longe de reduzi-los a planilhas e esquemas imutáveis, pretende apontar um conjunto de bons conselhos para auxiliar jovens artistas na construção de seus próprios caminhos profissionais e artísticos

L’objectif de cette recherche est d’évaluer l’intégration universitaire des TIC dans l’enseignement des langues étrangères en Palestine : le cas des projets RUFO et QIF. En adoptant un cadre théorique constructiviste, cette étude est effectuée sur trois plans : micro (enseignants et apprenants), méso (dispositifs en ligne) et macro (décideurs de l’université et du Ministère de l’Education). Se basant sur une méthodologie qualitative et compréhensive de recherche, une démarche d’analyse de contenu du triple corpus de données (entretiens, extraits de cours, communication officielle des institutions) a été appliquée. Les résultats illustrent que les pratiques enseignantes actuelles n’ont pas connu d’évolution par suite de l’intégration des TIC ; l’usage de cette nouvelle modalité a amplifié les pratiques directives et traditionnelles existantes et a parfois entrainé une régression par rapport au mode de présentiel. La conclusion principale est qu’il n’est pas possible d’innover sans changer le paradigme éducatif et passer de celui de l'enseignement à celui de l'apprentissage. Le développement de la pédagogie universitaire nécessite la mise en ouvre d’une ingénierie éducative complexe et participative accompagnée par un pilotage bidirectionnel et transversal de l’innovation et une formation-accompagnement des acteurs à tous les niveaux. / The objective of this research is to evaluate the integration of ICT in Palestinian universities for foreign language teaching: the case of RUFO and QIF projects. By adopting a constructivist theoretical approach, this study is conducted on three levels: micro (teachers and students), meso (on line courses) and macro (policy of the university and the Ministry of Education).The research is based on a qualitative and comprehensive methodology. A content analysis was applied to the triple collected data (interviews, excerpts from on line courses, official excerpts) The findings show that current teaching practices have not evolved as a result of the integration of ICT; the use of this new modality has amplified the existing traditional and directive practices; sometimes it has moved them backward. The main conclusion is that it is not possible to innovate without changing the educational paradigm and shifting from a teaching-centered model to a learning- centered one. Development of higher education requires the implementation of: a complex and cooperative educative engineering, a bidirectional and transversal management process of the innovation, and a training-coaching at all levels.

The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated that, at the level of description, teacher educators interpreted leamercentred pedagogy as a pedagogic practice based on weak rules of regulative discourse, or a weak power relation between themselves and their student teachers. The weakening of the rules of regulative discourse and the waning of educator authority were indicated in the interview narratives, which evoked a pedagogic context characterized by a repositioning of the student teacher from the margins to the centre of the classroom, where he or she enjoyed a more active and visible pedagogic position. Contrary to the dis empowering dynamic within classroom practice under the apartheid dispensation, the repositioning of the student teacher suggested a shift of power towards him or her. Similarly, the identification of the teacher educator as afacilitator, which featured prominently in the interview narratives, further suggested a weakening or diminishing of the pedagogic authority of the teacher educator. With regard to rules pertaining to the instructional discourse, the data revealed an interpretation of leamer-centred pedagogy as a pedagogic practice based on strong framing over the selection of discourses, weak framing over pacing, and strong framing over sequencing and criteria for evaluation. When correlated with the interview data, the data generated through lesson observation and teacher educator prepared documents such as lesson plans revealed a disjuncture between teacher educators' ideas about leamer-centred pedagogy and their practice of it. Contrary to the interviews, lesson observation data revealed that teacher educators implemented leamer-centred pedagogy as a pedagogic practice based on strong internal framing over rules of the regulative discourse. Data further indicated strong internal framing over the selection, sequencing, pacing and evaluation. The study concluded that while some teacher educators could produce an accurate interpretation oflearner-centred pedagogy at the level of description, most of them did not do so at the level of practice. Findings revealed structural and personal-psychological factors that constrained teacher educators' recontextualization of the new pedagogy. A narrow understanding of leamercentred pedagogy that concentrated only on changing teacher educators' pedagogical approaches from teacher-centred to learner-centred, while ignoring structural and systematic factors, tended to dominate not only the interview narratives but also official texts. Learner-centred pedagogy was understood as a matter of changing from teachercentredness to leamer-centredness while frame factors, for instance regarding the selection, pacing or sequencing of discourses, still followed the traditional approach. The study recommends the adoption of a systematic and deliberate approach to address the multiplicity of factors involved in enabling teacher educators to interpret and implement leamer-centred pedagogy at the micro-level of their classrooms. / KMBT_363 / Adobe Acrobat 9.54 Paper Capture Plug-in