Some disciplines are inherently complex and challenging to learn. This research attempts to design an instructional strategy for CBL systems to simplify learning certain complex domains. Firstly, problem transformation, a constructionist instructional technique, is used to promote active learning by encouraging students to construct more complex artefacts based on less complex ones. Scaffolding is used at the initial learning stages to alleviate the difficulty associated with complex transformation processes. The proposed instructional strategy brings various techniques together to enhance the learning experience. A functional prototype is implemented with Object-Z as the exemplar subject. Both objective and subjective evaluations using the prototype indicate that the proposed CBL system has a statistically significant impact on learning a complex domain. CBL systems include Learner models to provide adaptable support tailored to individual learners. Bayesian theory is used in general to manage uncertainty in Learner models. In this research, a fuzzy logic based locally intelligent Learner model is utilized. The fuzzy model is simple to design and implement, and easy to understand and explain, as well as efficient. Bayesian theory is used to complement the fuzzy model. Evaluation shows that the accuracy of the proposed Learner model is statistically significant. Further, opening Learner model reduces uncertainty, and the fuzzy rules are simple and resemble human reasoning processes. Therefore, it is argued that opening a fuzzy Learner model is both easy and effective. Scaffolding requires formative assessments. In this research, a confidence based multiple test marking scheme is proposed as traditional schemes are not suitable for measuring partial knowledge. Subjective evaluation confirms that the proposed schema is effective. Finally, a step-by-step methodology to transform simple UML class diagrams to Object-Z schemas is designed in order to implement problem transformation. This methodology could be extended to implement a semi-automated translation system for UML to Object Models.

Over the years many organizations have implemented an enterprise system (ES), also called enterprise resource planning (ERP) system, to streamline the flow of information and improve organizational effectiveness to produce business benefits which justify the ES investment. The effectiveness of these systems to achieve benefits is an area being proactively researched by both professionals and academia. However, most of these studies focus on ‘what ESs do’ rather than ‘how ESs do it’. The purpose of this study is to better understand how organizations derive benefits from utilization of an ES and its data. This study utilizes a transformational model of how ES data are transformed into knowledge and results to evaluate the impact of ES information on organizational functions and processes and how this can lead to business benefits. The linkage between expected outcomes, utilization of ES data in decision-making processes, and realized or unrealized benefits provides the reason for this study. Findings reveal that the key benefits commercial firms seek from an ES include improving information flow and visibility, integration and automation of functions, cost reductions by reducing inventory, and achieving process efficiencies for both internal and external operations. The various tools and methods businesses use for transforming ES data into knowledge include the use of data warehouses and business intelligence modules that assist in extraction and manipulation of data, and reporting on particular data objects. Web portals are actively utilized to collaborate between stakeholders and access real-time information. Business tools such as KPI reporting, balanced scorecards and dashboards are used to track progress towards realizing benefits and establishing analytical decision making. Findings emphasize that benefit realization from an ES implementation is a holistic process that not only includes the essential data and technology factors, but also includes other factors such as business strategy deployment, people and process management, and skills and competency development. Findings reveal that business organizations generally lack in producing value assessments that often lead to weak business cases and insufficient benefit models which cannot be used for benefit tracking. However, these organizations are now realizing that it is not enough to put in an ES and expect an automatic improvement. Organizations are now establishing analytical and knowledge-leveraging processes to optimize and realize business value from their ES investment.

The purpose of this research study was to examine the effects of Interactive Metronome (IM), a non-academic treatment, when integrated with reading intervention. The intention was to analyze the degree to which IM affected fluency when introduced alongside reading intervention. The research questions that guided this study focused on how internal timekeeping affects reading fluency. This study used a multiple baseline across participant’s single-subject design. Three participants were monitored to determine a baseline using Curriculum Based Measures and Correct Word Per Minute data, and then each received a total of 15 hours of Interactive Metronome treatment. Progress was documented with progress monitoring of fluency using Curriculum Based Measures over a period of 17-22 weeks. Results suggest that students did not benefit from the Interactive Metronome treatment. Data derived from the study does not indicate a causal relationship between Interactive Metronome and improved fluency. Future research should investigate a possible connection between Interactive Metronome and comprehension.

Students with significant cognitive disabilities frequently exhibit reduced communicative and academic competence. The Low Incidence Initiative (LII) project was a professional development model designed to train school-based teams to facilitate increased communicative and academic competence with such students via distance-technology coaching. This study analyzed pre-existing data from year one of the LII. Data were analyzed to determine effectiveness of the project on communication status of students and on training school personnel to accurately identify student levels of communication, and for overall satisfaction with the project. Results indicated that all student participants demonstrated improvement in expressive communication output. 100% of students who required augmentative and alternative communication (AAC) increased in the complexity of AAC used. Some improvement in school personnel’s identification of student communication levels was demonstrated, however, the continued discrepancy between LII staff and school personnel indicates a need for additional training in this area. Qualitative analysis of survey question responses, and other anecdotal information, revealed an overwhelming satisfaction with the LII model, increased communicative sophistication of students, improvements in collaborative teaming, increased access to general curriculum for students, and improvement in school personnel skill-level. Implications of the results of this study and areas for future research are discussed.

Many positive outcomes have been documented for children with hearing loss utilizing current treatment approaches such as early identification and intervention, including appropriately fit sensory devices and communication modes that focus on listening and spoken language. However, challenges related to social-emotional development have been widely observed. The development of communication skills in children with hearing loss is impacted by many factors, including the degree of hearing loss, the child's age at onset and identification, the presence of other disabilities, and when the child receives intervention. While there are a variety of therapeutic options available for children with hearing loss to develop communication skills, listening and spoken language is of particular interest to parents with normal hearing. In addition to affecting social competence and participation, problems with social-emotional development are linked to poor academic performance. This study examined the social-emotional development of a small group of young children who communicated using listening and spoken language as measured by parent and caregiver report. Three psychosocial scales were used to evaluate the children's social-emotional development in comparison to peers. These results were analyzed within the context of other demographic variables. One of the five children was identified as facing problems with social-emotional development.

The Center for Information and Communication Sciences graduate program commenced at Ball State University in 1986 with a specific focus to train graduate students to be leaders in the Information and Communication Technology (ICT) industry. The Center is the manifestation of a vision birthed out of creativity and resourcefulness. This study examined the creative pedagogy approach at CICS based on instruction, social learning culture, professional development, academic achievements, and collaborative interaction among students, faculty, alumni, and colleagues in ICT industries. The distinctiveness of this graduate program that combined in-class and out-of-class learning experiences was the focus of this study. This study employed a qualitative method, specifically a descriptive case study design with the intent to understand and explain the academic, social, and cultural phenomena of the graduate program at CICS. The central research questions of this study focused on the impact of the teaching, learning, social and leadership outcomes of the iv program. The data collection methods used for this inquiry were semi-structured interviews in combination with evidence from archival document data. The twelve participants were selected through purposive sampling and snowball sampling techniques. The data analysis consisted of open coding techniques that produced eight themes. The findings were organized in relation to the study’s three central research questions and indicated that the educational, technical, and social learning experiences of the masters program at CICS impacted the current students and alumni in a variety of ways. All the participants considered the program intense and comprehensive. They also agreed that the program was built around professional development. The existence of elements such as, the Student Social Learning Program (SSLP), teamwork, group projects, close-knit alumni community, well qualified faculty members, enrollment diversity, and studentcentered immersive learning made CICS distinct from other programs. The educational philosophy used in the program was described as effective, deliberate, consistent, clear-cut, invasive, multidisciplinary, integrated, and a culture of success. Key recommendations for further studies include study on the feasibility of replicating the success of CICS by adopting their pedagogical philosophies and practices and a comparative study of similar programs. / Department of Educational Studies

Literature has identified the need to study socially pervasive ICT in context in order to understand how user acceptability of innovation varies according to different inputs. This thesis contributes to the existing body of knowledge on innovation studies (Chapter 2) and proposes a methodology for a conceptual model, for representing dynamic contextual changes in longitudinal studies. The foundation for this methodology is the 'Price of Convenience' (PoC) Model (Chapter 4). As a theory development Thesis, it deals with two related studies of socially pervasive ICT implementation: (1) voluntary adoption of innovations and (2) acceptance of new socially pervasive and ubiquitous ICT innovations (Chapters 6 and 7).

To support extramural learning, Johnson (2005) has proposed the Learning Computer concept, which aims to provide a learning appliance that can be used for studying university courses at any time, from anywhere, and by anybody who might have only basic software and hardware, dial-up Internet connection, and little computer literacy. Lonely extramural students need extra support for interactions and collaboration in learning, especially in second language learning that requires intensive oral language practice between the students and the tutor. This research project was a trial to extend IMMEDIATE (the prototype of the Learning Computer) to a second language extramural course. To meet the requirements of long distance conversation in such a course, a synchronous/asynchronous bimodal approach was conceptualised based on a review of e-learning, communication, and VoIP technologies. It was proposed that the prototype should automatically adapt to either synchronous mode or asynchronous mode according to different levels of Internet connection speed. An asynchronous conversation mode similar to Push-to-Talk (PTT) was also proposed. A VoIP SDK was investigated and used in the prototype for fast development. IMMEDIATE messaging protocols have been extended in the prototype to control call procedures and the asynchronous conversation mode. An evaluation of the prototype which was conducted to assess its usability, functionality and integrity of the prototype demonstrated that users can conduct telephone-like synchronous conversation efficiently at high connection speed. Although the PTT-like asynchronous mode has a time lag problem, especially when two users are both at low connection speed, it is a still a good way for novices to practise second language oral skills. The evaluation has given strongly support to the feasibility and effectiveness of the bimodal approach for applying IMMEDIATE in second language extramural learning.

This research focuses on developing a series of mobile learning applications for future 'beyond' classroom learning environments. The thesis describes the general use pattern of the prototype and explores the key factors that could affect users‘ attitudes towards potential acceptance of the mobile learning applications. Finally, this thesis explores the user acceptance of the mobile learning applications; and investigates the mobility issue and the comparison of applying learning activities through mobile learning and e-learning.

This thesis presents a complete self-calibrating illumination intensity-invariant colour classification system. We extend a novel fuzzy colour processing tech- nique called Fuzzy Colour Contrast Fusion (FCCF) by combining it with a Heuristic- assisted Genetic Algorithm (HAGA) for automatic fine-tuning of colour descriptors. Furthermore, we have improved FCCF’s efficiency by processing colour channels at varying colour depths in search for the optimal ones. In line with this, we intro- duce a reduced colour depth representation of a colour image while maintaining efficient colour sensitivity that suffices for accurate real-time colour-based object recognition. We call the algorithm Variable Colour Depth (VCD) and we propose a technique for building and searching a VCD look-up table (LUT). The first part of this work investigates the effects of applying fuzzy colour contrast rules to vary- ing colour depths as we extract the optimal rule combination for any given target colour exposed under changing illumination intensities. The second part introduces the HAGA-based parameter-optimisation for automatically constructing accurate colour classifiers. Our results show that for all cases, the VCD algorithm, combined with HAGA for parameter optimisation improve colour classification via a pie-slice colour classifier.For 6 different target colours, the hybrid algorithm was able to yield 17.63% higher overall accuracy as compared to the pure fuzzy approach. Fur- thermore, it was able to reduce LUT storage space by 78.06% as compared to the full-colour depth LUT.