This thesis describes research into supporting the creation of engaging learning experiences with programming. A review of relevant research that could contribute to the design of engaging learning experiences informed the construction of four pieces of fieldwork. These fieldwork studies were conducted to explore the framing of learning programming in tasks that motivate and are of value to the learner. Findings resulted in the design of a set of eight Learning Dimensions. These Learning Dimensions are proposed to address three key areas: (1) design and delivery of learning task, (2) rhythm or tempo of the learning experience and (3) practicalities. The Learning Dimensions provide educators with insights to support key design decisions for the creation of engaging programming learning experiences. Finally, a web-based tool was designed to make the Learning Dimensions accessible to educators. This tool has been used to evaluate one further workshop. This thesis consolidates several threads of research into a learner-centred approach to learning to program. The Learning Dimensions identify important areas of decision-making to be considered when designing a learning experience. They support the assertion that factors outwith the content can significantly affect success in programming. The complex interplay between different skills associated with computer programming will remain a challenge to learners. When placed in a rich context that fits the learner well and supports the learning aims, many of these difficulties can be overcome. The Learning Dimensions draw together positive features of a learning experience that are key to ensuring learners have the best possible opportunity to engage with and succeed with computer programming.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Phil C. Lange. Dissertation Committee: Charles Daly. Includes bibliographical references.

The aim of the thesis was to analyze current adult education opportunities funded by The European Social Fund, evaluate benefits of this type of education in therms of unemployment. I compared opportunities of adul education in programming period 2004 - 2006 and programming period 2007 - 2013 and suggested some points to improve implementation of projects funded by The European Social Fund.

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Obesity and the number overweight of children are currently major global issues. According to the Regional Office for Europe (2006) obesity has risen three times over the last two decades worldwide. The attention is currently focused on health promotion and disease prevention among the population through comprehensive health education starting in the early age of individuals, aimed to slow down the increasing incidence of obesity and related health issues. This thesis discusses the pedagogical aspects of health, specifically the options on how to shape nutritional habits of elementary and middle school students and how to systematically deepen the required knowledge about healthy nutrition by implementation of nutrition education programs. The purpose of this study was to determine the relationships between dietary habits and healthy nutrition knowledge of grade nine students in elementary schools from the South Bohemian region in Czech Republic. A validated Nutritional survey and Nutritional knowledge quiz were designed to determine the relationship between knowledge and behavior of grade nine students from South Bohemia elementary schools. The validity of the Nutritional survey and the Nutritional knowledge quiz were tested using analytical analysis of all survey and test items and examining...