<p>The essence of an effective knowledge transfer process for a technical organization cannot be overemphasized. It does not only translate to its advancement but also improves the learning capacity of the staff in the organization.</p><p>The purpose of this work is to analyze and diagnose the current process of technical knowledge transfer</p><p>It goes further to proffer a suitable model of design process for the technical instructions (which is one form of knowledge that is present in the organization) so as to improve not only the instructional manual but also the processes involved.</p><p>The instructional model is a model gotten from the field of instructional technology (a sub-sect of educational technology) which is used to achieve this feat.</p>

Title from PDF of title page. / Document formatted into pages; / Thesis (Ph.D.)--University of South Florida, 2001. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: Current learner-centered trends, such as supplying students with content on demand (CoD), coupled with research findings that indicate distributed practice is superior to massed practice in terms of increased memory function and that the Personalized System of Instruction (PSI) is superior to traditional instruction in terms of academic achievement, content retention, and student satisfaction, prompted an investigation merging these two lines of research. Although PSI is more feasible today based on advances in technology and students prefer its self-paced component, they often procrastinate. In fact, this problem is resurfacing in distance education courses and is reflected in low completion rates as well as in the number of nonstarters. Numerous researchers have used deadline contingencies to reduce procrastination without adversely affecting student achievement and satisfaction, but few have considered the benefit of enhanced memory. / ABSTRACT: It was hypothesized that, by providing students with CoD, a lesser form of self-pacing, and by using contingencies to regulate the pace of assignment submissions, procrastination would be reduced and content retention subsequently increased without detriment to immediate achievement and student satisfaction. To quantify differences in procrastination level, a comprehensive, sensitive, and reliable measure of procrastination, called the rate of relative digression from a target response (RDTR), was proposed. Undergraduate, preservice teachers in an instructional technology course were randomly assigned to one of three treatments. All groups were given the same deadlines. For one treatment, the deadlines were recommended (R) with one absolute deadline at the end of the treatment interval. For another they were conditional (C) with opportunities to earn bonus and penalty points for early and late work. / ABSTRACT: For a third, they were all absolute (A) with no assignment accepted for credit after its due date. Although many problems experienced by students in A made findings for this group inconclusive, analysis of differences between students in R and C indicated that C was superior in reducing procrastination and enhancing memory function without detriment to immediate achievement, pacing preference, and course satisfaction. Although more research is needed to replicate, extend, and clarify findings, these results support using conditional deadlines for assignments when learners are supplied CoD. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Recent trends in social networking site (SNS) use amongst teachers have led to some alarming circumstances. Practicing and pre-service teachers have been fired or otherwise punished (e.g. suspension, licensure revocation, etc.) for a variety of offenses related to their SNS use, ranging from sinister to morally ambiguous offenses, and have been encouraged or required by school administrators, professors, and others in positions of power to use SNS in particular ways. Past research on the topic of SNS in education and SNS professionalism has focused on issues of implementation (e.g. how to use SNS to support learning) or utility (e.g. how to use SNS to successfully achieve career goals). Missing from this discussion, however, is an understanding of how teachers (and those preparing to become teachers) naturally come to participate in SNS, why they participate in the ways that they do, and how this use is related to their identity. This study seeks to fill a gap in the literature by understanding pre-service teachers’ uses of SNS in terms of previous experiences, cultural expectations, social benefits, connections to identity construction and maintenance, and how these uses and beliefs regarding SNS begin to change in response to professionalization processes. Grounded theory is employed to generate an explanatory construct, which I refer to as the Acceptable Identity Fragment (AIF). The AIF is then used to understand and illustrate issues surrounding SNS use in education. Major findings suggest that 1) pre-service teachers’ identities in SNS represent a fragment of their authentic identities, 2) pre-service teachers use various SNS differently in conjunction with each SNS’s embedded values and assumptions about identity, 3) SNS use raises various problematic issues surrounding identity and how pre-service teachers are perceived and judged as individuals (e.g. digital persistence, lateral surveillance, etc.), and 4) professionalization processes alter and restrict pre-service teachers’ ability and comfort to express themselves in SNS. These findings lead to discussion, implications, and recommendations on a variety of topics including the following: institutional uses of SNS in education, relationships between fragmented and authentic identities, SNS literacy development, and cultural issues of SNS use. / text

The use of technology in Kindergarten to grade 12 classrooms provides opportunities for teachers to employ mathematical rigor, to integrate problem solving strategies and to extend mathematical ways of knowing (Drier, Dawson, & Garofalo, 1999). The presentation consists of two parts. One investigation maps secondary mathematics technology lessons and materials to the elementary school mathematics standards and converts the mathematics concepts to manageable elementary school lessons. The other investigation analyzes pre-service teacher lessons written using ASSURE instructional design format. The major aims of this paper are to present two teacher preparation practices, one for secondary mathematics pre-service teachers (converting secondary materials to elementary materials) and the other for elementary mathematics pre-service teachers (writing lessons using the ASSURE model).

O objetivo deste estudo foi analisar as mudanças no contexto de uma sala de aula de Educação Infantil, mais especificamente buscando encontrar tais alterações nas interações sociais entre as crianças participantes após a introdução, pela professora, do cantinho do notecook na rotina da turma. A fundamentação, pela professora, do cantinho do notebook na rotina da turma. A fundamentação teórica estruturou-se em uma abordagem histórico-cultural baseada em autores como Vigotski, Leontiev, Luria, Tomasello, Wertsch, Bruner, bem como em autores que dão continuidade a essa abordagem e que se inserem na Teoria da Atividade, como é o caso de Nardi, Kaptelinin, Bodker e Cole. A abordagem metodológica pautou-se na pesquisa qualitativa, do tipo pesquisa-ação, e foi realizada em uma turma no ano 2008 de uma escola particular em Curitiba. Os participantes deste estudo foram crianças entre quatro e cinco anos, com conhecimentos computacionais prévios e oriundos de um meio social privilegiado. A coleta de dados se deu-se em duas fases. Na primeira fase aplicou-se um questionário (pré-artefato), e na segunda fase conduziram-se as observações (pré e pós-artefato), por meio de protocolos e gravações em fitas de áudio durante a utilização do novo cantinho, bem como através da escrita de um diário de campo. Com base no referencial teórico e nas categorias de análise identificadas a partir dos dados obtidos, houve a percepção de mudanças significativas nas relações sociais infantis a partir da introdução da informática na sala de aula, como, por exemplo, um aumento da comunicação e da colaboração entre as crianças e também uma efetiva necessidade prática das regras, possibilitando aos participantes o exercício efetivo da autonomia. / The objective of this study was to verify if the introduction, through the teacher, of the "notebook corner" would change the context of a kindergarten classroom, looking for the changes in children's relationships. The research was supported by a socio-historical theoretical frame based on authors like Vigotski, Luria, Leontiev, Tomasello, Wertsch, Bruner and authors who gave continuity to this approach with the activity theory like Nardi, Kaptelinin, Bodker and Cole. The methodological approach was qualitative research, more specifically action research, conducted inside a classroom from a private school in Curitiba. The participants of this study were four and five year's children with previously computational knowledge belonging to a privileged social class. The methodology was action-research where the researcher was also the teacher of the classroom. The data was collected in two stages. It begins with the application of a questionnaire (pre-artifact) and participant observations (pre and post-artifact). The main results of the study showed that there was significant changes in children's relations due to the information technology as a new language to deal with and, as a result, it promoted the growth of communication and collaboration among children and the real necessity of rules allowing participants to effectively use their autonomy.

O objetivo deste estudo foi analisar as mudanças no contexto de uma sala de aula de Educação Infantil, mais especificamente buscando encontrar tais alterações nas interações sociais entre as crianças participantes após a introdução, pela professora, do cantinho do notecook na rotina da turma. A fundamentação, pela professora, do cantinho do notebook na rotina da turma. A fundamentação teórica estruturou-se em uma abordagem histórico-cultural baseada em autores como Vigotski, Leontiev, Luria, Tomasello, Wertsch, Bruner, bem como em autores que dão continuidade a essa abordagem e que se inserem na Teoria da Atividade, como é o caso de Nardi, Kaptelinin, Bodker e Cole. A abordagem metodológica pautou-se na pesquisa qualitativa, do tipo pesquisa-ação, e foi realizada em uma turma no ano 2008 de uma escola particular em Curitiba. Os participantes deste estudo foram crianças entre quatro e cinco anos, com conhecimentos computacionais prévios e oriundos de um meio social privilegiado. A coleta de dados se deu-se em duas fases. Na primeira fase aplicou-se um questionário (pré-artefato), e na segunda fase conduziram-se as observações (pré e pós-artefato), por meio de protocolos e gravações em fitas de áudio durante a utilização do novo cantinho, bem como através da escrita de um diário de campo. Com base no referencial teórico e nas categorias de análise identificadas a partir dos dados obtidos, houve a percepção de mudanças significativas nas relações sociais infantis a partir da introdução da informática na sala de aula, como, por exemplo, um aumento da comunicação e da colaboração entre as crianças e também uma efetiva necessidade prática das regras, possibilitando aos participantes o exercício efetivo da autonomia. / The objective of this study was to verify if the introduction, through the teacher, of the "notebook corner" would change the context of a kindergarten classroom, looking for the changes in children's relationships. The research was supported by a socio-historical theoretical frame based on authors like Vigotski, Luria, Leontiev, Tomasello, Wertsch, Bruner and authors who gave continuity to this approach with the activity theory like Nardi, Kaptelinin, Bodker and Cole. The methodological approach was qualitative research, more specifically action research, conducted inside a classroom from a private school in Curitiba. The participants of this study were four and five year's children with previously computational knowledge belonging to a privileged social class. The methodology was action-research where the researcher was also the teacher of the classroom. The data was collected in two stages. It begins with the application of a questionnaire (pre-artifact) and participant observations (pre and post-artifact). The main results of the study showed that there was significant changes in children's relations due to the information technology as a new language to deal with and, as a result, it promoted the growth of communication and collaboration among children and the real necessity of rules allowing participants to effectively use their autonomy.

Orientador: Luis Antonio Violin Dias Pereira / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Biologia / Made available in DSpace on 2018-08-08T19:30:48Z (GMT). No. of bitstreams: 1 Duarte_AnaGrabrielaEsteves_M.pdf: 3755388 bytes, checksum: b5d334a7ff4149571dfe118d2a23282f (MD5) Previous issue date: 2007 / Resumo: O entendimento da Embriologia Humana é fundamental para o diagnóstico e tratamento corretos das malformações congênitas, que são responsáveis pela maioria das mortes na primeira infância em países desenvolvidos e cuja prevalência pode chegar a 21%. No entanto, as disciplinas tradicionais de Embriologia Humana exigem do aluno um rápido entendimento de uma série de mudanças que ocorrem simultaneamente em uma escala macro e microscópica no embrião e, como conseqüência, os estudantes têm dificuldade em compreender os conceitos apresentados e criar mentalmente imagens tridimensionais dos processos envolvidos. O uso de recursos multimídia auxilia na aprendizagem, estimula o conhecimento e a criatividade e possibilita soluções para problemas. Entretanto, pouca atenção tem sido dada ao desenvolvimento, utilização e avaliação dessas estratégias e à real participação do estudante no processo ensino/aprendizado. Sabendo-se que os testes de múltipla escolha, quizzes, são métodos objetivos comumente usados como ferramenta auxiliar de aprendizado, neste estudo foram desenvolvidos quizzes eletrônicos e uma metodologia para a utilização dos mesmos, visando o ensino de Embriologia Humana. Os quizzes eletrônicos correlacionaram conceitos de Embriologia básica com a gênese, o diagnóstico e o tratamento dos defeitos congênitos mais freqüentes e foram construídos de maneira a apresentar uma parte teórica seguida de uma ou mais questões de múltipla escolha, quizzes. A parte introdutória teórica foi composta por animações e esquemas ilustrativos, desenvolvidos no software Flash MX (Macromedia), imagens macroscópicas e microscópicas de embriões, fetos e neonatos encaminhados para autópsia, bem como de recém-nascidos e crianças portadores de defeitos congênitos, e de seus exames de imagens (ultrassons e radiografias). As questões de múltipla escolha foram desenvolvidas de maneira que o aluno pudesse verificar a extensão do seu conhecimento e as suas deficiências, uma vez que os quizzes indicam o porquê das alternativas erradas. O material didático foi organizado e disponibilizado em um ambiente interativo, o qual foi usado durante as monitorias pelos alunos do primeiro ano do curso de Medicina da UNICAMP matriculados nas disciplinas Morfofisiologia Humana I e II, no ano de 2006. Ao final de ambas as disciplinas, os quizzes eletrônicos e a metodologia utilizada foram avaliados pelos alunos, através de instrumentos quantitativos e qualitativos. A avaliação teve como objetivo determinar se os quizzes eletrônicos constituem uma ferramenta importante para o ensino de Embriologia Humana, para o desenvolvimento de raciocínio clínico e para a integração das áreas básica e clínica. Analisando-se os resultados pode-se observar que 98,8% dos alunos tiveram um nível de atitude no mínimo positiva em relação à metodologia de ensino desenvolvida. Enfatizaram que, quanto à qualidade, os quizzes eletrônicos são bons, apresentando parte introdutória clara com animações e imagens de casos clínicos que permitem a resolução das questões de múltipla escolha propostas, sem abordar conteúdo em excesso. Quanto ao objetivo pedagógico, os quizzes eletrônicos estimularam o raciocínio, permitiram fixar e testar os conhecimentos adquiridos em aula, acrescentaram informações novas, tornaram mais interessantes os assuntos complexos de Embriologia, aproximaram a área básica da clínica, abordaram assuntos relevantes à formação profissional e desenvolveram habilidades na resolução de problemas clínicos, o que nos permite concluir que os quizzes eletrônicos constituem sim uma ferramenta complementar adequada para o ensino de Embriologia Humana / Abstract: The Human Embryology understanding is essential for appropriate diagnosis and treatment of congenital anomalies, which are responsible for the majority of the deaths in the first infancy and whose prevalence can reach up to 21% in North America. Traditional Human Embryology courses require students to rapidly understand the various changes that occur simultaneously on a macro and on a microscopic scale in embryos. Thus, the students have difficulties to understand the concepts presented and to create three-dimensional mental images of the processes involved. The use of multimedia assists in the learning process, stimulates the understanding and the creativity, and makes possible solutions to problems proposed. However, little attention has been given to the evaluation of these strategies and to the real commitment of the student to the education/learning process. Multiple-choice tests, called quizzes, are among the most common methods used as an auxiliary learning tool. In this study, there was developed an education methodology for Human Embryology based on electronic quizzes. The quizzes have correlated concepts of basic Embryology with the genesis, diagnosis, and treatment of the more frequent congenital defects. The electronic quizzes were constructed in a way to present a theoretical part, followed by one or more multiple-choice questions regarding the considered subject. The theoretical introductory part involved texts, animations developed by Flash MX (Macromedia), and macro and microscopical digital documentation of embryos, fetuses and neonates referred to autopsy. Newborn babies with inherit disorders were also photographed, at the nursery. The multiple-choice questions were developed for verifying the students¿ knowledge extension and deficiency since the quizzes indicated the reasons why they have chosen the false statements. The didactic material was organized on an educational software used by the students at the first year of UNICAMP Medicine¿s course, attending the Human Morpho-Physiology module, in 2006. At the end of the module, the methodology was considered, using quantitative and qualitative instruments, an important tool for the education of Human Embryology, the development of clinical reasoning, and the integration of the basic and clinical areas. Analyzing the results, one can observe that 98.8% of the students had had an attitude at least positive in relation to the electronic quizzes. Concerning its quality, they had emphasized that the electronic quizzes are good, presenting a clear introductory part with animations and images of clinical cases that allow them to solve all the multiple-choice questions without approaching excessively the content. With regard to the pedagogical goal, the electronic quizzes stimulate the reasoning, allow one to retain and to test the acquired knowledge in classes, add new information, turn some complex subjects of Embryology more interesting, colligate the basic and the clinical areas, deal with relevant concepts concerning the professional formation, and develop abilities in solving clinical problems. Thus, the arguments previously mentioned allow us to conclude that the electronic quizzes constitute an adequate complementary tool for the education of Human Embryology / Mestrado / Biologia Celular / Mestre em Biologia Celular e Estrutural

This qualitative study represents an examination of the perceptions of 18 recent business college graduates of their transition experiences from college to the workplace. The participant’s ages ranged from 23 to 28 years including 4 males and 14 females of diverse racial and ethic groups. One-on-one, semi-structured, open-ended interviews were the primary method for data collection. Using excerpts from the participants’ interviews, the data were examined and analyzed using content analysis (Patton, 2002) and educational criticism (Eisner, 1998). The data were organized into three main topics: the importance of organizational socialization, the complexity of mentoring in the workplace, and the continuation of young adult development. The findings include the newly hired graduates’ feelings regarding the support received from educators and employers in their transition into the workplace, what should be done to assist them in the transition process, and their continued optimism about their futures with their employers and their desire to succeed.

This retrospective study used the language of political ecology to describe the dynamics of a school board decision to hire a nontraditional superintendent. Those dynamics were described as contextual variables that existed within the community as well as mediating variables that were negotiated among the key players who were part of the selection process. This study confirmed that the school board did not make the decision in isolation from the community power structure. The methodology of this descriptive case study was qualitative, using a basic interpretive design informed by symbolic interactionism. Data were collected primarily through interviews with key players of the superintendent selection event, as well as from local news articles and artifacts. This research identified variables that were part and parcel of the superintendent selection process. It also helped to explain why most of Jacksonville, Florida, favored a candidate with a military background over three other candidates who had served as superintendents of other large, urban school districts. The environmental and mediating variables were presented as key constructs that affected the superintendent selection process and influenced the final decision to hire a nontraditional superintendent.

Medical residency is a time of high stress, long hours, high case loads, fatigue, and lack of free time. Burnout rates among residents have been reported to be between 25-76%. Scant literature exists in regard to resident stress and its impact on learning and attrition during residency. The theory of margin posits that a healthy margin is necessary for adults to learn. Healthy margin exists when a person’s ratio of burdens over resources creates a surplus of energy. This study sought to determine if there was a difference between emergency medicine (EM) residents’ margin in life scores and remediation, at risk for remediation, and those considering leaving their emergency medicine residency training. Volunteer EM residents (n = 279) completed the Margin in Life Scale for Emergency Medicine (MILS EM) questionnaire, which measures six life areas: Health/Body, Religion/Spirituality, Self-Confidence, Interdependence, Parenting, and EM Work. Residents self-reported if they were considering leaving EM training and program directors provided remediation, at risk for remediation, and attrition rates. The mean MILS EM score among the 273 included EM residents was .64, which is within the recommended healthy range of .30 to .80. Additionally, all mean subscale scores fell within the healthy range. Only 13% of residents were reported as being on remediation, MILS EM (M=.63) with no statistically significant differences between those on remediation versus those not. Only 6% of residents were reported as being in jeopardy of remediation, MILS EM (M=.63) versus those not at risk (M=.64). Finally, only 5% of EM residents self-reported considering leaving EM training and no residents left their training program. Women scored lower on the MILS EM, and the life areas Health/Body (p Results of this study suggest that EM residents appear to have sufficient margin overall and in each of the life areas. Few were on or at risk for remediation and even fewer reported they were considering leaving EM residency training. As females scored lower in some of the life areas, further investigation is needed to determine if there are characteristics in the work environment that affect women differently than men.