This thesis deals with the quality of e-learning from the perspective of employees in Czech companies. The aim of the study was to detect the most common shortcomings of current solutions and see which properties, methods, and practices improve the quality and efficiency. Based on these findings, the author makes recommendations to suppliers and creates e-learning courses that address these shortfalls. In the theoretical part, the concept of e-learning is defined, its forms, types, advantages, disadvantages, standards and development methods, such as ADDIE and Rapid e-learning are desribed. Research in the practical section showed that the quality, which has been calculated as mean of evaluated criteria, is 3.7 points out of 5. Potential improvement was observed especially in organisation-wide training (eg workflows) supplied as ready-made solutions. The author created a course for Microsoft Project 2013 in Articulate Storyline that demonstrates best practices and solutions to the problems revealed in the questionnaire.

Ein standardisiertes Vorgehen erleichtert die Anwendung von KI-Modellen in der Praxis, auch durch Mitarbeitende ohne erweiterte KI-Kenntnisse, bspw. Prozessexperten, die dem Thema „Künstliche Intelligenz“ (KI) oftmals unbedarft oder skeptisch gegenüberstehen (im Folgenden: KI-Laien). Im Kontext von industriellen Fertigungsprozessen ist daher ein geordnetes Vorgehen wichtig, dass auch KI-Laien ermöglicht, Methoden der künstlichen Intelligenz erfolgreich auf ihre Prozessdaten anzuwenden. Wir skizzieren einen Ordnungsrahmen für diesen Typ von Problemstellungen, der im Rahmen von Abschlussarbeiten und in Zusammenarbeit von Hochschulen mit ROBUR Automation entstanden ist. Er stellt den Zusammenhang zwischen den einzelnen Schritten her und gewährt somit einen Überblick über die komplexe Modellierung, der sich auch KI-Laien erschließt. Der Ordnungsrahmen als abstraktes Konzept findet seine Umsetzung in einem Framework. Im Beitrag fokussieren wir uns auf einen Baustein des Ordnungsrahmens, die Darstellung von Qualität. Dieser und weitere bilden gesamthaft eine pipeline, die in die von ROBUR Automation entwickelte Datenplattform Mia integriert wird.

A COMPARATIVE CASE STUDY OF THE QUALITY OF LEARNING EXPERIENCE BETWEEN TRADITIONAL CAMPUS AND ON-LINE DISTANCE LEARNING AT A MASTERS LEVEL. This study compares the quality of learning experiences of traditional campus students to those of distance on-line students studying at a Masters level. Using an adapted version of “The theory of on-line learning quality” five dimensions of interaction were compared to determine if there was a significant statistical difference between both learning methods. The study took place within a Masters level program, in Linnaeus University, Sweden. The five dimensions of interaction included in the study are Instructor-Learner, Learner-Learner, Learner-Content, Learner-Interface, and Social Interaction. Using these dimensions of interaction to determine the quality of learning experience a questionnaire survey was designed for the students enrolled in the program. Answers to the survey questions used a Likert-scale schema for responses. A Mann-Whitney U-Test was performed on the response results. The results of the study found that there was little statistical difference between the quality of learning experience of traditional campus students to that of on-line distance students. The two survey questions which did show a statistical difference were related to the Instructor-Learner and Social dimensions of interaction. In a dual learning program of this type, recommendations are made to include a teaching assistant with responsibilities for monitoring on-line participation during live lectures.

Diss. (sammanfattning) Linköping : Linköping University, 2005. / Härtill 4 uppsatser.

The purpose of this study was to examine students’ perceptions of quality of online courses as they relate to the IHEP Teaching/Learning Process Benchmarks, Course Structure Benchmarks, and Student Support Benchmarks. The research design for this study was correlational. Out of 3,310 students enrolled in online courses, 97 successfully participated in the study at an urban southeastern university. A survey instrument consisting of three parts was used in this study. Part I of the survey instrument contains 24 Likert Scale questions, examining students’ online learning experiences. Part II of the survey contained four Likert Scale questions, gathering students’ rating on the overall quality of the online course in which they were enrolled. Part III of the survey instrument sought to obtain demographic information from the participants. The research questions were designed to determine students’ perceptions of online course quality distance education and whether a relationship exists between online students’ perception of quality and the operational variables: peer interaction, instructor feedback, course structure, and student support services. Pearson’s r correlation was used to analyze the survey data. After the data were collected and analyzed, the researcher determined that peer interactions, feedback from the instructors, and course structure contribute to predicting students’ perceptions of online course quality in the online courses studied. Students rated the quality of online teaching, online learning and course structure above average to excellent. Students’ perceptions of the quality of student support services were rated the lowest. An examination of the relationship between student perception of course quality and, instructor feedback, peer interaction, course structure, and student support services was also conducted. The results of the examination indicated that moderately statistically significant relationships existed between student perceptions of course quality and each of the three variables. Conclusions and recommendations based on the findings in this study indicated peer interaction, instructor feedback course structures, and student support services contribute to students’ perceptions of online course quality.

This dissertation aims to provide critical methodological advancements for sensor fusion and physics-informed machine learning in metal additive manufacturing (MAM) to assist practitioners in detecting quality control structural anomalies. In MAM, there is an urgent need to improve knowledge of the internal layer fusion process and geometric variation occurring during the directed energy deposition processes. A core challenge lies in the cyclic heating process, which results in various structural abnormalities and deficiencies, reducing the reproducibility of manufactured components. Structural abnormalities include microstructural heterogeneities, porosity, deformation and distortion, and residual stresses. Data-driven monitoring in MAM is needed to capture process variability, but challenges arise due to the inability to capture the thermal history distribution process and structural changes below the surface due to limitations in in-situ data collection capabilities, physical domain knowledge integration, and multi-data and multi-physical data fusion. The research gaps in developing system-based generalizable artificial intelligence (AI) and machine learning (ML) to detect abnormalities are threefold. (1) Limited fusion of various types of sensor data without handcrafted selection of features. (2) There is a lack of physical domain knowledge integration for various systems, geometries, and materials. (3) It is essential to develop sensor and system integration platforms to enable a holistic view to make quality control predictions in the additive manufacturing process. In this dissertation, three studies utilize various data types and ML methodologies for predicting in-process anomalies. First, a complementary sensor fusion methodology joins thermal and ultrasonic image data capturing layer fusion and structural knowledge for layer-wise porosity segmentation. Secondly, a physics-informed data-driven methodology for joining thermal infrared image data with Goldak heat flux improves thermal history simulation and deformation detection. Lastly, a physics-informed machine learning methodology constrained by thermal physical functions utilizes in-process multi-modal monitoring data from a digital twin environment to predict distortion in the weld bead. This dissertation provides current practitioners with data-driven and physics-based interpolation methods, multi-modal sensor fusion, and anomaly detection insights trained and validated with three case studies.

Difficulties in learning and understanding statistics in college education have led to a reform movement in statistics education in the early 1990s. Although much work has been done, there is more work that needs to be done in statistics education. The progress depends on how well the educators bring interesting real-life data into the classroom. The goal was to understand how course design based on First Principles of Instruction could facilitate tertiary-level students' conceptual understanding when learning introductory statistics in a technology-enhanced learning environment. An embedded single descriptive case design was employed to investigate how integrating technology and real data into a tertiary level statistics course would affect students' statistical literacy, reasoning, and thinking. Data including online assignment postings, online discussions, online peer evaluations, a comprehensive assessment, and open-ended interviews were analyzed to understand how the implementation of First Principles of Instruction affected a student's conceptual understanding in a tertiary level introductory statistics course. In addition, the teaching and learning quality (TALQ) survey was administered to evaluate the teaching and learning quality of the designed instruction from the student's perspective. Results from both quantitative and qualitative data analyses indicate that the course designed following Merrill's First Principles of Instruction contributes to a positive overall effectiveness of promoting students' conceptual understanding in terms of literacy, reasoning, and thinking statistically. However, students' statistical literacy, specifically, the understanding of statistical terminology did not develop to a satisfactory level as expected.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-10-07T16:40:48Z No. of bitstreams: 1 Rosa Beatriz Oliveira Haygertt_.pdf: 2219330 bytes, checksum: ad07da56f693ca21ecb43df83c574d1f (MD5) / Made available in DSpace on 2015-10-07T16:40:48Z (GMT). No. of bitstreams: 1 Rosa Beatriz Oliveira Haygertt_.pdf: 2219330 bytes, checksum: ad07da56f693ca21ecb43df83c574d1f (MD5) Previous issue date: 2015-03-27 / Nenhuma / Esta pesquisa teve como tema central a educação integral e propôs-se a analisar a relação entre o projeto de jornada ampliada da Escola Municipal de Ensino Fundamental Major Antônio de Alencar, denominado Escola de Turno Integral, e a melhoria da qualidade da educação oferecida pela escola, uma vez, que essa escola tem alcançado Efetividade Social na comunidade em que atua. Para alcançarmos os objetivos propostos realizamos uma pesquisa bibliográfica sobre o contexto histórico e as concepções de Educação Integral no Brasil e através da pesquisa qualitativa com referências de Godoy (1995), Brandão (2000) e Ludke & André (2003), construiu-se a possibilidade de que os fenômenos fossem estudados no contexto em que ocorreram e possibilitou a participação ativa do pesquisador no ambiente pesquisado. A escola investigada participa do “Programa Mais Educação” que se constitui em uma estratégia do Governo Federal que prevê a oferta de educação integral em jornada ampliada, por meio da realização de atividades socioeducativas no contra turno escolar, realizadas no espaço da escola ou fora dela. Acreditamos que o debate da concepção de educação integral presente neste estudo tem sua relevância na atualidade do tema, uma vez que se encontra inserido no contexto nacional de políticas públicas que evocam a busca pela qualidade da educação brasileira, enquanto um estudo que associa a educação integral em jornada ampliada aos impactos nos processos educativos. / This research has as its central theme the full time education and propose to examine the relationship between the extended day project of the School of Elementary Education Major Antonio de Alencar, called Integral Shift School, and the improving of the school education quallity since this school has achieved Social Effectiveness in the community in which it operates. To achieve the proposed objectives, we conducted a literature search on the historical context and conceptions of Integral Education in Brazil and through qualitative research with references like Godoy (1995), Brandão (2000) and Ludke & Andrew (2003), we managed to studied the context in which they occurred and made possible the active participation of the researcher in that environment. The school investigated participates in the "More Education Program" which constitutes a strategy of the Federal Government that provides for the provision of full time education in extended journey through the realization of social and educational activities in the opposite shift of the school day held on the school surroundings or outside . We believe that the discussion of the full time education in this study have actual relevance as it is inserted in the national context of public policies that evoke the search for quality of Brazilian education, while a study that combines full time education enlarged the journey to the impacts in the educational processes.

This paper deals with a measure theoretical model for evaluation of e-learning programs. Based on methods of general measure theory an evaluation model is developed which can be used for assessment of complex target structures in context of e-learning programs. With the presented rating function target structures can be evaluated by a scoring value which indicates how the targets in sense of a given logical target structure has been reached. A procedure is developed for the estimation of scoring values for target structures based on adapted assessment checklists.

Made available in DSpace on 2016-07-27T13:44:55Z (GMT). No. of bitstreams: 1 Alexandre Avelino Giffoni Junior.pdf: 1830384 bytes, checksum: 21eb9354ffab237bbbb50167f6ea3401 (MD5) Previous issue date: 2014-08-28 / The research deals with the problem of social inequality and educational inequality, specifically addressing the complex issue of pursuing quality in teaching and learning, in the sense of human development with autonomy and real emancipation aiming a better life, in formal education for pre-schoolchildren within social poverty situation (in IBGE-BRAZIL classification). The work shows the results from the investigation of processes of teachinglearning in the school for younger children maintained by Douglas Andreani Association, in the Monte Cristo-Oziel-Gleba B Community in Campinas (São Paulo, Brazil). Those educational processes joints school content (concepts, skills, values and affections), sociocultural and institutional motives and practices. The research takes place during the year 2012 in the settings with children (4-5 years), teachers, pedagogic coordinators, managers, and other employees of the institution, within the Community. This area of poor people is a favela in the classification of IBGE, with more than 35,000 inhabitants. This qualitative research is a case study in the form of a pedagogic-didactic intervention (interactivedialectic) based on the cultural-historical approach developed by Lev S. Vygotsky, Alexander R. Luria and Alexei N. Leontiev (activity theory) and contributors. Mariane Hedegaard and Seth Chaiklin have expanded this approach with the so-called radical-local teaching and learning theory from the basis of the human developmental teaching built by Vasily V. Davydov. The data analysis included the study of the social situation, learning and development of young schoolchildren through the research of the wholeness social situation proposed by Mariane Hedegaard and Marilyn Fleer. The experiences of daily life of the participants within the research provide the interpretations and analysis. The study has shown the relevance of the participant knowledge from their experiences in their social situations, in the teaching and learning actions, in articulation with the school knowledge, for the students to form daily and scientific (school) concepts. Thus, the personal and social subjectivities are constituents of the construction of new psychological formations by the students as a condition for human development and of personality (F. González Rey), in the inseparable unit of the emotional, affective, cognitive, aesthetic and moral aspects of psiche. The research also indicated didactic-pedagogic pathways in the area of teacher education, educational planning and qualitative research procedures, especially when developed in specific settings of the school and the classroom. This work aims to contribute to the teaching and learning research debate within the problem area of the public/private and the so-called third sector in contemporary Brazilian Education. It also intends to contribute to the field of social pedagogy tangentially developed with school pedagogy. / A pesquisa vincula-se à problemática das relações entre desigualdade social e desigualdade educativa abordando, especificamente, a complexa questão da busca de qualidade no ensinoaprendizagem, no sentido do desenvolvimento humano com autonomia e real emancipação visando a melhoria da vida, em instituições escolares da Educação Infantil para crianças em idade pré-escolar na condição social de pobreza (classificação do IBGE-BRASIL). São apresentados resultados de investigação de processos de ensino-aprendizagem na Escola Infantil mantida pela Associação Douglas Andreani, na Comunidade Monte Cristo-Parque Oziel-Gleba B, em Campinas (Estado de São Paulo, Brasil), onde se articulam conteúdos escolares (conceitos, habilidades, valores, afetos), motivos e práticas socioculturais e institucionais. Esta pesquisa foi conduzida durante o ano de 2012 tendo como cenários a escola, as crianças (4-5 anos), professoras, coordenadoras pedagógicas, gestores, demais trabalhadores da Instituição e pessoas nessa comunidade em situação social de pobreza, considerada pelos critérios do IBGE como favela. A investigação qualitativa é um estudo de caso e consistiu de ações de intervenção pedagógico-didática (dialético-interativa), dentro da abordagem histórico-cultural elaborada por Lev S. Vigotski, A. Luria, A. Leontiev (teoria da atividade) e V. Davydov (teoria do ensino para o desenvolvimento), ampliada pela teoria do ensino-aprendizagem radical-local proposta por Mariane Hedegaard e Seth Chaiklin. A análise dos dados incluiu o estudo da situação social, da aprendizagem e do desenvolvimento de crianças mediante pesquisa da totalidade da situação social proposta por Mariane Hedegaard e Marilyn Fleer, a partir do que foram realizadas análises e interpretações das vivências dos participantes. O estudo mostrou a relevância em ações de ensinoaprendizagem, do conhecimento que os participantes da pesquisa trazem do seu cotidiano, articulado ao conhecimento escolar, para a formação de conceitos cotidianos e científicos (escolares). Desse modo, as subjetividades pessoal e social são abordadas como constituintes da construção de novas formações psicológicas pelos alunos, como condição para o desenvolvimento humano e da personalidade (F. González Rey), na unidade inseparável dos aspectos: emocional, afetivo, cognitivo, estético e moral da psique. A pesquisa também indicou caminhos didático-pedagógicos para os estudos na área de formação de professores, planejamento didático e procedimentos de pesquisa qualitativa, principalmente quando desenvolvidos nos cenários concretos da escola e da sala de aula. Pretendeu, ainda, contribuir para o debate na área problema público/privado e do chamado terceiro setor, na Educação Brasileira contemporânea, e também para o campo da Pedagogia Social, que vem se desenvolvendo tangencialmente à Pedagogia Escolar.