abstract: With the advent of Massive Open Online Courses (MOOCs) educators have the opportunity to collect data from students and use it to derive insightful information about the students. Specifically, for programming based courses the ability to identify the specific areas or topics that need more attention from the students can be of immense help. But the majority of traditional, non-virtual classes lack the ability to uncover such information that can serve as a feedback to the effectiveness of teaching. In majority of the schools paper exams and assignments provide the only form of assessment to measure the success of the students in achieving the course objectives. The overall grade obtained in paper exams and assignments need not present a complete picture of a student’s strengths and weaknesses. In part, this can be addressed by incorporating research-based technology into the classrooms to obtain real-time updates on students' progress. But introducing technology to provide real-time, class-wide engagement involves a considerable investment both academically and financially. This prevents the adoption of such technology thereby preventing the ideal, technology-enabled classrooms. With increasing class sizes, it is becoming impossible for teachers to keep a persistent track of their students progress and to provide personalized feedback. What if we can we provide technology support without adding more burden to the existing pedagogical approach? How can we enable semantic enrichment of exams that can translate to students' understanding of the topics taught in the class? Can we provide feedback to students that goes beyond only numbers and reveal areas that need their focus. In this research I focus on bringing the capability of conducting insightful analysis to paper exams with a less intrusive learning analytics approach that taps into the generic classrooms with minimum technology introduction. Specifically, the work focuses on automatic indexing of programming exam questions with ontological semantics. The thesis also focuses on designing and evaluating a novel semantic visual analytics suite for in-depth course monitoring. By visualizing the semantic information to illustrate the areas that need a student’s focus and enable teachers to visualize class level progress, the system provides a richer feedback to both sides for improvement. / Dissertation/Thesis / Masters Thesis Computer Science 2016

Thesis with behind-go problem improve the quality of education resistence excercises sports and easter of action art, whose substance and purposes is designed and check education Japanese of action art aikido, judo, karate. Behaviour with about attempt creation connected programme kinetic skill from areas preparation training and fundamental engineer aikido, judo, karate, designed for beginner. Designed programme is checking by the help of pedagogic research and will proceed near experimental set children younger pupilage. See service and piece of knowledge may be utilize in sports battalion conversant thematic of action art and sports and in education bodily upbringing on primary school.

Ph.D. / Until recently the majority of computer aided instruction (CAl) programs available for the teaching of history, only provided elementary facilities such as drill-and-practice exercises. Some of the more advanced systems use simulation techniques to create fictitious historical situations. These simulation systems take the form of computer games where the participants have to make decisions on historical situations with which they are confronted. The initial aim of this study was to develop a CAl-system for the teaching of history in which historical field battles could be simulated, or more correctly, in which a particular field battle situation could be reconstructed. By using the system, a student could get a better understanding of the different factors which played a role during a specific battle. It soon became clear though, that the original aims were too broad and too general. The decision was therefore made to undertake a study of the dynamic interrelationships of time and space with reference to field battles. A model was developed which provides a framework for the transformation of often unstructured and diffuse time and space relationships into more specific, structured values which can be loaded into the database of a computer. Historical field battles are used as a vehicle to outline the functioning of the model. After a history teacher or historian has analysed and restructured a specific field battle into relations that can be computerized, a history student can interactively formulate his questions on the time-space relationships of the battle under study. In the field battle model, the concept of an "event" plays an important role. An event defines an action or activity which took place during a field battle. Two of the major constituents of an event are the time when the event took place, and the geographical position where it occurred. Therefore much of the work reported in this thesis covers the development of algorithms for the representation of time and space relations. Algoritmhs were developed for the interactive drawing of geographical maps of the area where the battle took place. The main building blocks of a geographical map are points, icons, lines and areas. Special attention was given to the representation of these entities. Due to the limited viewing area available on the screen of a micro computer, an area clipping algorithm was developed for the display of selected parts of the map. Time which is observed under operational conditions during a field battle is referred to as "perceived time". Perceived time is often vague and even unreliable. An algorithm was developed through which these vague time references are transformed to more specific "clock time" values. The algorithm constructs a time network, using the vague known time of occurrence of events, to sequence the events relative to each other. By solving this network, the time of occurrence of the events forming part of the network, are determined to a fair degree of accuracy. These time values and other relevant information are entered into the database of a micro computer system, to be used for instructional purposes.

This dissertation is the developmental research report on the design and development of a multimedia tutorial on Anthropometry for university-level health science students. The practical implication of using Merrill's Model of Instructional Design for developing course work for senior students in the health sciences was investigated. The multimedia tutorial was designed and developed, and the prototype evaluated by a team consisting of subject and education experts. The prototype was tested by third-year dietetic students who had completed the lecture-based and paper-based course. The students were observed while using the program, then completed a structured questionnaire and finally were given the opportunity to express their views in an informal group discussion. It was found that if the activation of relevant existing knowledge does not take place, Merrill's Model will be turned inside-out: the student's own problem replaces the instructional problem. / Thesis (MEd (Computer-integrated Education))--University of Pretoria, 2003. / Social Studies Education / unrestricted

Human qualities are only developed in human society by means of interaction with others. Since a child is born, he/she sees, hears, touches, and tastes things. That means visual and aural stimuli are natural for human beings and these stimuli are also present on videos. Perhaps, this is the reason why videos have a huge impact on society. An evidence of the popularity of videos growing in society can be observed in the large volume of videos uploaded onto YouTube or the number of videos posted on Facebook. Besides, the rise of smartphones has increased the number of users that not only watch but also produce videos. However, what happens to people who cannot access those contents because they have disabilities or some temporary illness. To avoid excluding people from understanding video content, it is important to provide a video with accessibility. Thus, about 23.9% of the Brazil population who declared themselves with disabilities will benefit from accessible videos. Standards, laws and regulations to promote video accessibility have been developed. Research studies about accessible video players, improving captioning, resources about sign language, and implementation of the content enrichment have also been developed. In spite of the video production process being well defined, current research and market practices do not take accessibility into account as part of its stages. They do not explain how amateur authors can create alternative content following guidelines or how to incorporate accessibility guidelines to the video production process. This thesis proposes a method, called Video4All, for alternative content authoring as part of an accessible video production process. Video4All is composed by a set of activities, including alternative content guidelines, and alternative content evaluation. A case study was conducted to verify the effectiveness of applying the proposed method by amateur authors, evaluating their generated alternative content. In order to describe the process, was incorporated accessibility in all stages and the case studies reported the difficulties which users had during the interaction with an accessible video player. Additionally, the proposal involved the development of an alternative content evaluation method as a means to provide a quality measure, enabling authors to better understand the accessibility level of the alternative content they create. The accessible video production process can be used by any amateur author to improve the accessibility of their videos. Moreover, Video4All helps the authoring and evaluation of alternative content. / As qualidades humanas somente são desenvolvidas na sociedade através da interação com os outros. Desde que a criança nasce, ela vê, ouve, toca, e sente as coisas. Portanto, estímulos visuais e auditivos são naturais para o homem, e estes estímulos também estão presentes em vídeos. Pode ser que seja esse o motivo pelo qual os vídeos causam grande impacto na sociedade. Uma evidência da popularidade e do crescimento de vídeos na sociedade é a grande quantidade de vídeos carregados no YouTube ou o grande número de vídeos postados no Facebook. Além disso, o surgimento dos smartphones tem aumentado a quantidade de usuários que não só assistem vídeos, mas também fazem vídeos. Mas o quê acontece com as pessoas que não podem acessar estes conteúdos por terem alguma deficiência ou doença temporária? Para evitar que pessoas não compreendam o conteúdo do vídeo, é importante fornecer um vídeo com acessibilidade, assim, por exemplo, cerca de 23,9% do total da população de Brasil, declaradas com deficiência, serão beneficiadas. Diretrizes e leis para promover a acessibilidade para vídeos foram desenvolvidas. Existem também pesquisas sobre reprodutores de vídeo acessíveis, melhoramento da legenda, recursos sobre a língua de sinais e implementações para enriquecer conteúdos. Apesar do processo de produção de vídeo estar bem definido, as práticas e pesquisas atuais não consideram acessibilidade em seus estágios. Não se explica como autores amadores podem criar conteúdo alternativo considerando as diretrizes ou como incorporar essas diretrizes de acessibilidade no processo de produção de vídeo. Esta tese propõe um método, chamado Video4All, para a autoria de conteúdo alternativo dentro de um processo de produção de vídeo acessível. O Video4All é composto por um conjunto de atividades, incluindo diretrizes para conteúdo alternativo e avaliação desse conteúdo. Estudos de caso foram realizados para verificar a eficácia da aplicação do método proposto por autores amadores, avaliando o seu conteúdo alternativo criado. Assim, ao processo foi incorporada acessibilidade em todos os estágios, considerando-se estudos de caso que relataram as dificuldades que os usuários têm durante a interação com um reprodutor de vídeo acessível. Adicionalmente, foi desenvolvido um método de avaliação do conteúdo alternativo para obter uma medida de qualidade, de forma que os autores entendam melhor o nível de acessibilidade do conteúdo alternativo. O processo de produção de vídeo acessível pode ser utilizado por qualquer autor amador para melhorar a acessibilidade nos seus vídeos. O Video4All também auxilia na criação e avaliação de conteúdo alternativo.

This project, WebAppDesigner, combines a "What You See Is What You Get" (WYSISYG) web page designer, database table designer, query tool, and an automatic deployment process into a single easy to use solution for small businesses and individuals.

<p>This thesis employs Mikhail Bakhtin’s notion of architectonics to examine the poetry of Nima Yushij, the father of “New Persian Poetry.” The architectonic structure of Nima’s poems presupposes an authorial position situated outside the whole of the work. Outsideness provides the author with the distance that is necessary for consummating the hero and all other elements inside the work’s environment in determinate spatial and temporal boundaries. As Bakhtin puts it, only in this way can the author acquire a surplus of seeing that is required for adopting a valuational stance in relation the hero and the work as a whole. To Bakhtin, the author’s valuational stance toward the hero is the essence of the aesthetic product. This valuational position vis-à-vis the other, which generates what Michael Holquist calls the “structure of authoring,” is enacted on multiple levels in Nima’s poems as the hero, and sometimes the narrator, also perform the authorial function vis-à-vis other characters inside the poem, i.e., fixing them in determinate spatial and temporal boundaries. Of course, from the author’s perspective, the hero and the narrator are also situated inside the poem and occupy specific horizons in its environment. In this sense, their authoring activity is not a precisely aesthetic activity. Nevertheless, Nima utilizes the hero and the narrator’ activity to foreground the structure of authoring inside the poem, to make its dynamics “viewable.” This is a point that I will try to elucidate fully in the course of this study.</p> / Doctor of Philosophy (PhD)

Le travail que nous présentons dans cette thèse s’inscrit dans une problématique générale des EIAH. Il s’intéresse plus particulièrement aux Massives Open Online Courses (MOOC) et concerne plus précisément l’activité de conception de scénarios pédagogiques par des enseignants dans les environnements MOOC connectivistes (cMOOC). Le but principal est de proposer une approche, des modèles et des outils pour assister les enseignants dans le processus de scénarisation et d’opérationnalisation des scénarios pédagogiques dans le contexte des cMOOC. Afin de répondre à ces besoins, la première partie de cette thèse est consacrée à la spécification du processus de création et de déroulement d’un cMOOC. La deuxième partie du manuscrit est consacrée au modèle cORPS de description de scénarios pédagogiques orientés cMOOC.Pour réifier nos propositions, nous avons développé un outil de scénarisation pédagogique adapté au contexte des cMOOC, appelé MOOCAT. Cet outil est doté d’un service de déploiement automatique des scénarios pédagogiques et exploite la notion de workflow à travers la réutilisation et l’adaptation de la notation BPMN. Finalement, l’environnement MOOCAT a été expérimenté auprès de différents publics d’un point de vue utilité et utilisabilité. Les résultats obtenus permettent de confirmer que MOOCAT permet de concevoir des scénarios pédagogiques connectivistes. Les feedbacks des participants ont souligné particulièrement sa simplicité d’utilisation et le bénéfice d’avoir un outil de scénarisation visuelle. / The work presented in this thesis is part of a broader issue of Technology Enhanced Learning (TEL) field. It is particularly interested in Massive Open online Courses (MOOC) environments and concerns more specifically the activity of designing and conceiving pedagogical scenarios by teachers in connectivist MOOC (cMOOC).The main goal is to provide an approach, models and tools to assist teachers in the scenario conception process and the operationalization of pedagogical scenarios in a cMOOC context.In order to meet these needs, the first part of this thesis is devoted to specification of the cMOOC creation and execution process describing the involved stakeholders and the characteristics of each process step. The second part of the manuscript is consecrated to the cORPS model, which describes and defines a cMOOC-oriented pedagogical scenario.To reify our proposals, we have developed an authoring environment for cMOOC context, called MOOCAT. One of the specific characteristics of our tool lies in the exploitation and reuse of the BPMN notation. This tool and the associated operationalization service are covered in the third part of this manuscript.Finally, different publics of practitioners tested MOOCAT notably from a utility and usability point of view. The obtained findings confirm that MOOCAT can be used to design connectivist pedagogical scenarios and provide all the necessary elements for the design of such courses. Feedback from participants particularly highlighted its ease of use and the benefit of a visual authoring tool.

Neste trabalho foi investigado o problema de autoria automatizada de informação multimídia sob a perspectiva da computação ubíqua de modo geral, e da interação do usuário com aplicações de captura e accesso (C&A) de modo particular. O objetivo do projeto foi a definição de operadores sobre interação do usuário em ambientes e em aplicações para permitir a geração automática de documentos multimídia interativos, um dos temas de pesquisa da área de engenharia de documentos. A abordagem da proposta foi a generalização dos operadores Inkteractors, definidos sobre a interação do usuário com aplicações baseadas em tinta eletrônica, considerando a interação do usuário na voz, mensagens de texto, vídeo e lousa. Como resultado foram definido os novos Interactors: operadores de interação sobre informação capturada em aplicações que envolvem interação do usuário com as mídias. Os Interactors foram validados no contexto de engenharia de documentos ao serem utilizados para a geração automática de documentos multimídia interativos, associados a aplicações de C&A para oferecer novas possibilidades de indexar, visualizar e acessar os documentos multimídia / This study investigated the problem of automated authoring of multimedia information from the perspective of ubiquitous computing in general, and the user interaction with applications of capture and acess (C&A) in particular. The project goal was to formalize operators on user interaction environments and applications to enable automatic generation of interactive multimedia documents, one of the themes of the research area of document engineering. The proposed approach is a generalization of the Inkteractors operators, defined on the user interaction with electronic ink-based applications on the users interaction with digital voice, text messaging, video and whiteboard. As a result we defined the new Interactors: interaction operators of captured information in applications that involve user interaction with the media. TheInteractors were validated in the context of document engineering to be used for the automatic generation of interactive multimedia documents, and in C&A aplications to offer new possibilities for indexing, viewing and accessing multimedia documents

As redes de comunicação têm impulsionado um significativo deslocamento nos processos autorais de escrita, que adquirem nova dinâmica no meio digital, apresentando-se cada vez mais como uma ação interativa entre diferentes agentes criadores. Com base no pensamento de Michel Foucault sobre o tema da autoria, esta tese explora o significado desse deslizamento da posição do autor, ou da função-autor como propõe o filósofo, estruturada atualmente em uma rede de interações. A fim de construir uma reflexão sobre esse fenômeno, parte-se da pesquisa sobre a historicidade do conceito de autoria, buscando explorar as diversas constituições das práticas sociais da produção textual através da história, desde a Antiguidade até o momento atual das redes eletrônicas. Neste percurso, a Modernidade é reconhecida como o período específico no qual o processo autoral adquire uma configuração mais centrada no indivíduo, época em que também ganha espaço a noção de obra fechada e proprietária. Compreendendo a constituição da história como um processo complexo no qual se correlacionam diversas dimensões de acontecimentos, alguns aspectos que se articulam com esta questão são aprofundados na forma de intertextos. Deste modo, são abordados em diferentes capítulos os seguintes temas: as especificidades da linguagem do meio digital e suas implicações para a questão autoral; as transformações nas formas de criação e circulação dos bens intelectuais trazidas pelo advento do capitalismo cognitivo; as novas formas de validação da produção textual discursiva em publicações eletrônicas que estão sendo criadas como alternativas ao modelo editorial centralizado típico do meio impresso. Por último, com o objetivo de trazer elementos empíricos para a pesquisa, foram realizados estudos de observação participante e de observação nos sites Wikipédia e Overmundo, e também desenvolvidos um blog e um experimento wiki especialmente para a pesquisa. Com base nestes estudos, foi proposta uma tipologia da autoria interativa em rede, a saber: a colaborativa, quando o processo autoral se dá através do trabalho de duas ou mais pessoas que interagem na elaboração de um texto de forma cooperativa; e a dialógica, quando pode ser observada a interação dialógica entre um texto principal e intervenções na forma de comentários, compondo ao final um todo discursivo. Assim, através da articulação de diferentes reflexões teóricas com a pesquisa empírica, buscou-se compor um estudo abrangente do atual fenômeno da autoria interativa nas redes de comunicação. / Communication networks have driven a significant displacement in the authorship processes of writing, which acquire a new dynamic in the digital media, presenting themselves more and more like an interactive action between different creation agents. Based on the thought of Michel Foucault on the subject of authorship, this thesis explores the meaning of the sliding position of the author or author-function as the philosopher proposes, currently structured in a network of interactions. In order to build a reflection on this phenomenon, we start from the research on the historicity of the concept of authorship, trying to explore the various constitutions of the social practices of text production through history, from Antiquity to the present electronic networks times. In this route, Modernity is recognized as the specific period in which the authoring process acquires a more individual-centered setting, time when the notion of closed and proprietary work gains space. Taking the formation of history as a complex process in which correlate several dimensions of events, some aspects that articulate to this question are detailed in the form of intertexts. Thus, in different chapters are discussed the following themes: the specificities of digital media language and its implications for the authorship issue; the changes in the forms of creation and circulation of intellectual goods brought about by the advent of cognitive capitalism; new forms of discursive textual production validation in electronic publications that are being created as alternatives to centralized publishing model typical of print medium. Finally, in order to bring empirical elements for the research, were conducted sites participant observation studies and observational ones on Wikipedia and Overmundo, and also developed a blog and a wiki experiment specially for the research. Grounded on these studies, a typology of interactive authoring network was proposed, namely the collaborative one, when the authorship process is done throughout the work of two or more people interacting in the preparation of a text in a cooperative way, and the dialogic one, when a dialogic interaction between the main text and interventions in the form of comments, making the end a whole discourse, can be observed. Thus, through the articulation of different theoretical reflections with empirical research, we tried to make a comprehensive study of the broad phenomenon of interactive authoring in communication networks