Call number: LD2668 .T4 1935 C55

This case study examines some key factors that influence student engagement in a blended learning environment, in particular, when using interactive online resources to learn Carpentry theory. The participants were volunteers from two parallel classes of secondary school students working toward Level 1 Building Construction and Allied Trade Skills Certificate designed for secondary schools by the Building Construction Industry Training Organisation. The participant researcher was also the teacher for both classes. Data in this case study was collected by observation, reflective journal writing, student records, group discussion and analysis of student course results. It showed that the students responded positively to the blended classroom environment and the interactive online resources developed by the researcher for this study. The blended learning environment in the classroom increased student participation, aided classroom management, and more than halved the time needed for both classes to finish the Instrumental Drawing Unit Standard 7502 while the interactive online resources enhanced student engagement and achievement in other areas of their theory. Students responded positively to the automated formative feedback and were encouraged by knowing their results instantly; working to gain top results and correct answers rather than just completing an activity by filling in the blanks. A competitive element was introduced by integrating a timer into the resources. Challenges encountered included limited access to computers and the necessity for students to share computers, a network failure which made the online resources unavailable for an extended period, and storage problems for the online resources to allow them to be accessed from the online learning environment at school and at home. This study concluded that technology can enable teachers to enhance their teaching and enrich the student learning environment through the introduction of a variety of media. Students still depended on face-to-face teacher input but, in the blended classroom environment and the online environment, the role of the teacher changed noticeably to a role of facilitator.

The dissertation investigates the ancient Egyptian furniture industry, from ancient production and preservation, to modern-day reconstruction and conservation. The main focus of the dissertation falls on an in-depth investigation of styles and designs that can be viewed as characteristic/diagnostic of ancient Egyptian furniture. Emphasis falls on the evolution of functional and decorative elements and the development of individual items. Key design markers are identified and the developments of certain styles are traced. In-depth discussions reveal the finer structural and design elements of individual items along a chronological time frame. These include beds, stools, chairs, footrests, couches, mattresses and cushions, boxes and chests, tables, bed canopies and screens. Introductory chapters provide the reader with background information relevant to the furniture industry, including tree species and timber properties, trade and import, tools, technologies and production methods, while the final chapter investigates the possible applications of modern technology for assessment, conservation and reconstructive purposes. / Old Testament and Ancient Near Eastern Studies / M.A. (Ancient Near eastern Studies)

The dissertation investigates the ancient Egyptian furniture industry, from ancient production and preservation, to modern-day reconstruction and conservation. The main focus of the dissertation falls on an in-depth investigation of styles and designs that can be viewed as characteristic/diagnostic of ancient Egyptian furniture. Emphasis falls on the evolution of functional and decorative elements and the development of individual items. Key design markers are identified and the developments of certain styles are traced. In-depth discussions reveal the finer structural and design elements of individual items along a chronological time frame. These include beds, stools, chairs, footrests, couches, mattresses and cushions, boxes and chests, tables, bed canopies and screens. Introductory chapters provide the reader with background information relevant to the furniture industry, including tree species and timber properties, trade and import, tools, technologies and production methods, while the final chapter investigates the possible applications of modern technology for assessment, conservation and reconstructive purposes. / Old Testament and Ancient Near Eastern Studies / M.A. (Ancient Near eastern Studies)

The field of education is constantly evolving, and digital technology in the classroom is commonplace and includes the utilization of films, internet, computer aided instruction, educational video games, presentation software, edutainment, digital photography, cinematography, and computer aided drafting. As technology has advanced, so have the opportunities for its use in the classroom. This is particularly the case with serious games.<p> Serious games are generally defined as games whose primary intent is training or learning with definable learning goals, instead of being primarily intended for entertainment (Hartz & Stern, 2008). Closely related to educational video games and often used synonymously, serious games commonly incorporate simulations and role play. The design and focus of serious games are being recognized by a widening array of audiences including educators of primary and secondary education.<p> Much of the past research on serious games has focused largely on supporting the use of digital games in education. Little research has been done not only on why and how the games are effective, but also on how to incorporate the games into the curriculum (Becker, 2007). As the availability of serious games increases, it is important to build studies around specific games, exposing their potential and usability for specific curricular areas.<p> This case study utilizes the serious game <i>Building Homes of Our Own</i>, which has been created to educate students on the processes of planning, building, and selling a house. The study involved 18 Grade eleven students who were enrolled in Practical and Applied Arts (P.A.A.) and were engaged in the construction portion of their course. Three methods of data collection were used to explore four basic research questions: 1) How well does the game teach curriculum objectives? 2) How well does the game facilitate higher-order thinking? 3) What kind of environment is created by serious gaming in teaching construction? and, 4) What do students think about using serious games in the classroom? Research methods included the administration and evaluation of pre- and post-tests, administration and evaluation of critical thinking questions, direct observation of the serious gaming learning environment, and the utilization of a focus group interview.<p> Findings in the study provide important information that serves to answer the main question addressed by this study, namely, what is the potential of serious games for teaching high-school construction technologies? The findings report how effectively the serious game <i>Building Homes of Our Own </i>supports Saskatchewans construction curriculum objectives. Findings also include relevant information on a variety of critical-thinking skills learned as a result of playing this particular serious game. The researcher and his assistant made significant observations of the learning environment created by this serious game, and, finally, the students provided important information regarding the strengths and weaknesses of using <i>Building Homes of Our Own</i> and serious games in general, for learning in the context of P.A.A.

The field of education is constantly evolving, and digital technology in the classroom is commonplace and includes the utilization of films, internet, computer aided instruction, educational video games, presentation software, edutainment, digital photography, cinematography, and computer aided drafting. As technology has advanced, so have the opportunities for its use in the classroom. This is particularly the case with serious games.<p> Serious games are generally defined as games whose primary intent is training or learning with definable learning goals, instead of being primarily intended for entertainment (Hartz & Stern, 2008). Closely related to educational video games and often used synonymously, serious games commonly incorporate simulations and role play. The design and focus of serious games are being recognized by a widening array of audiences including educators of primary and secondary education.<p> Much of the past research on serious games has focused largely on supporting the use of digital games in education. Little research has been done not only on why and how the games are effective, but also on how to incorporate the games into the curriculum (Becker, 2007). As the availability of serious games increases, it is important to build studies around specific games, exposing their potential and usability for specific curricular areas.<p> This case study utilizes the serious game <i>Building Homes of Our Own</i>, which has been created to educate students on the processes of planning, building, and selling a house. The study involved 18 Grade eleven students who were enrolled in Practical and Applied Arts (P.A.A.) and were engaged in the construction portion of their course. Three methods of data collection were used to explore four basic research questions: 1) How well does the game teach curriculum objectives? 2) How well does the game facilitate higher-order thinking? 3) What kind of environment is created by serious gaming in teaching construction? and, 4) What do students think about using serious games in the classroom? Research methods included the administration and evaluation of pre- and post-tests, administration and evaluation of critical thinking questions, direct observation of the serious gaming learning environment, and the utilization of a focus group interview.<p> Findings in the study provide important information that serves to answer the main question addressed by this study, namely, what is the potential of serious games for teaching high-school construction technologies? The findings report how effectively the serious game <i>Building Homes of Our Own </i>supports Saskatchewans construction curriculum objectives. Findings also include relevant information on a variety of critical-thinking skills learned as a result of playing this particular serious game. The researcher and his assistant made significant observations of the learning environment created by this serious game, and, finally, the students provided important information regarding the strengths and weaknesses of using <i>Building Homes of Our Own</i> and serious games in general, for learning in the context of P.A.A.

The connection of craft and architecture is a subject that has interested me since I began my architecture education some seventeen years ago. Although my path led me away from, then back to architecture, craft and making has remained a passion of mine through the years; specifically, the role of the individual craftsman in architecture. It is my contention that as we move further and further into a machine made world, we lose an understanding of, and an appreciation for variation. Everything in our lives is homogenous. People believe that coffee should taste the way that it does at Starbucks, and Starbucks became the monolith that it is by ensuring that their coffee tastes the same no matter where you are in the world. The craftsman never strives for homogeneity or simple duplication; it is anathema to his being. The cabinetmaker knows he will never find two pieces of wood that are the same, and he knows he can never produce two identical products, no matter his skill. He finds joy in this, and he is fulfilled. The barista, given control of the quality of the beansâ roast, the grind, the tamp, and the pressure of the extraction will never make two shots the same. This variation makes every cup a unique experience, and provides an endless opportunity to experiment and refine. I began with a house, and a study of how one generates form in architecture. I ended with a handcrafted coffee mill and portafilter. I utilized the craft of cabinetmaking that I have studied for over a decade, to produce tools for the barista to take full control of his craft. Whether a piece of furniture, or a shot of espresso - what the hands of a skilled craftsman can create when they are given the tools and the freedom to put their skills and intuition to full use, is something extraordinary, something unique, and something exceeding what the best machine can produce under ideal conditions. This is a lesson I strive to always remember, and one I endeavor to pass on to my children. Now more than ever this idea seems very much at risk of extinction. / Master of Architecture

Made available in DSpace on 2015-04-11T13:41:34Z (GMT). No. of bitstreams: 1 Dissertacao Luciae Maria Salorte.pdf: 3261292 bytes, checksum: ffccae6dc2e5ed88403f888c65ef7c8a (MD5) Previous issue date: 2010-07-09 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study deals on the knowledge of shipbuilding craft of the city Novo Airão /AM. Its main objective is to analyze the constituent elements the knowledge of the handicraft building of boats in the city Novo Airão/AM, finding their relationship and unity. It regards to a research with a qualitative nature which reference is the ethnographic observation method. Regarding the corpus of research, interviewed eight naval carpenters in Novo Airão / AM and two naval carpenters in Manaus/AM. The dissertation is divided into three chapters. The first chapter incides on the general characterization of the city of Novo Airão, describes about the first impressions of the researcher vis-à-vis the field of research and its implications; approaches a part of the scholarly history of Novo Airão and a part of its history invisible , narrated by carpenters of the rivers; and presents the naval carpenters as well as presents the configuration of the naval technical knowledge of these social subjects. The second chapter deals with the general history of shipbuilding on the basis of two criteria for the selection: the chronological and thematic. The third chapter deals about certain aspects related with the know-to-do of carpenters of the rivers, such as: utensils, tools and machinery used by these subjects in the construction of boats; moments of transmission of naval expertise, and the technical relationship between the knowledge of the naval builders of Novo Airão and the activities of the industrials shipyards. It also brings up the followings problematizations: the possibility of the shipbuilding craft knowledge be constituted as a tradition in the Amazon; an environmental issue organized in a discussion about environmental degradation and the acts of the subject of environmental action, the expectations of the shipbuilders in relation to their profession, and what actions have been taking place to the appreciation and dissemination of Brazilian naval heritage. The relevance of this study focuses on determined issues such as: contemplation of the theme on the expertise used in the naval craft industry the city of Novo Airão can to provide the opening of research lines that will allow the diffusion of intangible heritage of naval carpenters; the contribution to the construction of history invisible of naval carpenters, a story that has not been documented; and activation of transdisciplinarity of global knowledge and local knowledge, i.e., the interconnection of knowledge based on the fairness and the symbiosis of the speeches and practices. / Este estudo trata do saber da construção naval artesanal do município de Novo Airão/AM. Tem como objetivo principal analisar os elementos constituintes do saber da construção artesanal de barcos no município de Novo Airão/AM, determinando as suas relações e a sua unidade. Diz respeito à pesquisa de natureza qualitativa cuja referência é o método de observação etnográfico. Em relação ao corpus da pesquisa, entrevistaram-se oito carpinteiros navais em Novo Airão/AM e dois carpinteiros navais em Manaus/AM. A dissertação se encontra dividida em três capítulos. O primeiro capítulo incide sobre a caracterização geral do município de Novo Airão; discorre acerca das primeiras impressões da pesquisadora vis-à-vis ao campo de pesquisa e suas implicações; aborda uma parte da história erudita de Novo Airão e uma parte da sua história invisível , narrada pelos carpinteiros dos rios; e apresenta os carpinteiros navais bem como apresenta a configuração do saber técnico naval desses sujeitos sociais. O segundo capítulo trata da história geral da construção naval com base em dois critérios para o recorte: o cronológico e o temático. O terceiro capítulo trata sobre determinados aspectos relativos ao saber-fazer dos carpinteiros dos rios, como: utensílios, instrumentos e máquinas empregados por esses sujeitos na construção de barcos; momentos de transmissão do conhecimento técnico naval; e a relação técnica entre o saber concreto dos carpinteiros navais de Novo Airão e as atividades dos estaleiros industriais. Também traz à baila as seguintes problematizações: a possibilidade do saber da construção artesanal de barcos constituir uma tradição na Amazônia; a questão ambiental organizada numa discussão acerca da degradação ambiental e da atuação do sujeito da ação ambiental; as expectativas dos carpinteiros navais em relação a sua profissão; e quais as ações que vêm acontecendo para a valorização e difusão do patrimônio naval brasileiro. A relevância deste estudo se concentra em determinadas questões, tais como: contemplação da temática sobre o saber-fazer empregado na indústria naval artesanal do município de Novo Airão poder proporcionar abertura de linhas de pesquisa que permitirão a difusão do patrimônio imaterial dos carpinteiros navais; a contribuição para a construção da história invisível dos carpinteiros navais, uma história que não se encontra documentada; e ativação da transdisciplinaridade do saber global e do saber local, ou seja, a interligação dos conhecimentos baseada na equidade e na simbiose dos discursos e das práticas.

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Thesis (MBA)--Stellenbosch University, 2008. / ENGLISH ABSTRACT: The study is divided into two major parts: a theoretical research of two knowledge transferring methods headed by a discussion on knowledge and learning, and a case study analysing the presence of mentoring within traditional apprenticeships at carpenter workshops in Germany. The two methods on knowledge transfer are mentoring and the cognitive apprenticeship model, whereas each of the models is discussed in terms of the individual characteristics present and techniques used within the relationship of the parties present. In the past, both methods have been established in modern business organisations to enhance knowledge creation, transfer and archiving though many approaches have failed due to mistakes in the basic conceptual interpretation or lack of support. The question, which underlined this research project, focused on whether positive aspects of the methods or the methods themselves have already been incorporated in the organisational culture of small to medium sized enterprises. Thus, the research explored whether knowledge transferral methods, and particularly mentoring, is apparent within the organisational structure of small to medium sized enterprises and in Germany and whether the size of the company has an influence on the presence of mentoring aspects in the businesses. With particular focus on mentoring, the research has shown that no aspects relating to mentoring have been incorporated. Even though some answers pointed to a correlation in between business size and the incorporation of aspects, no real correlation could be proven. / AFRIKAANSE OPSOMMING: Die studie is in twee hoofonderafdelings verdeel: 'n teoretiese ondersoek van twee metodes van kennisoordrag ingelei deur 'n bespreking van kennis en leer; en 'n gevalletudie wat 'n ontleding doen van die teenwoordigheid van mentorskap binne tradisionee vakleerlingskappe by skrynwerkerswerkswinkels in Duitsland. Die twee metodes van kennisoordrag is mentorskap en die kognitiewe vakleerlingskapsmodel en elk van die modelle word bespreek na aanleiding van die individuele kenmerke wat teenwoordig is en tegnieke wat gebruik word binne die verhouding van die partye wat teenwoordig is. In die verlede is beide metodes in moderne sakeorganisasies daargestel om die skep, oordrag en bewaring van kennis te verbeter, hoewel baie benaderings misluk het weens foute in die basiese konseptuele interpretasie of gebrek aan ondersteuning. Die vraag onderliggend aan beide navorsingsprojek fokus op positiewe aspekte van die metodes of die metodes self reeds geinkorporeer is in die organisasiekultuur van klein tot medium grootte ondernemings. Die navorsing het dus ondersoek of metodes van kennisoordrag, en veral mentorskap, duidelik is binne die organisasiestruktuur van klein tot medium groote ondernemings in Duitsland en of die grootte van die maatskappy 'n invloed het op die teenwoordigheid van mentorskapsaspekte in die besigheid. Met spesifieke fokus op mentorskap het die navorsing getoon dat geen aspekte van mentorskap geinkorporeer is nie. Selfs waar sommige antwoorde 'n korrelasie aangetoon het tussen die grootte van die besigheid en die inkorporering van aspekte, kon geen werklike korrolasie bewys word nie.