Thèse (M.Ed.) -- Université du Québec à Chicoutimi, 2002. / Bibliogr.: f. 105-108. Document électronique également accessible en format PDF. CaQCU

This diploma thesis describes connection between education and technology from the phenomenological point of view. The hypothesis of this diploma thesis is the idea that new technologies influence changes in perception of the real world. There are students who use new technologies - the aim of the thesis is to evaluate the influence of technologies in educational process and changes in their perception of the world. The thesis describes the approach to education (Jan Patočka), new technologies in education (Branislav Frk, Marc Prensky), phenomenology and technologies (Maurice Merleau-Ponty, Paul Virilio) from the point of view of chosen authors. The thesis shows how perception of young generation (that Prensky called digital natives) is changed compared to the older one called digital immigrants and what consequences can this change cause. The thesis describes threats arising from the use of technologies and how to precede. KEYWORDS phenomenology, upbringing, education, technologies, media, perception

The diploma thesis is construed in the context of corporate education of employees. Its objective is to examine the process of creating an educational course from the perspective of a teacher of further education. The paper presents corporate training of employees as a systematic process in the context of human resources management and development. It underlines its systematic approach and coherence with other activities of the organization. The diploma thesis deals in more detail with the essential methods of development and education of employees applied both in the workplace and outside of it. Furthermore, the work describes the term of methods, presents their basic classification, ways of using them in the educational process and briefly characterizes them. It defines the relationships between the terms of employee, human resource and human capital and clarifies the concepts of educational project, subjects of education and other fundamental notions related to the development and training of employees in the organization. Simultaneously, the paper zooms in on the issue of adult education in further education, as a part of lifelong learning and learning of each individual. The research part of the work was carried out in the educational organization and the respondents were selected from among...

This thesis deals with proposal for an education program for employees of UHS JAKOS, a.s. which implemented a new information system 3 year ago and because of this they are planning to implement a bar codes. The analysis was realized by questionnaire survey between the employees who will work with the bar codes. The thesis is divided into 3 sections. The first section is theoretical and describes an education as process of change during implementing the bar codes. Next is analysis section which describes a current situation in the company by questionnaire. At the end it focuses on proposal of education program which will get easy the implementing of code bars.

Computing is becoming exponentially more pervasive, and so-called process of ``Digital Transformation'' is but starting. As computers become ever more relevant, our societies will need computing professionals that are well-equipped to face the many challenges their own discipline amplified. The education of computer scientists, so far, mostly focused on equipping them with technical skills. Society and academia, however, are increasingly recognising computing as a field where disciplines collide and intersect. An example that we investigate is that of Innovation and Entrepreneurship (I&E), a field that has often be used to equip computer science students with soft skills and non-technical competences. Computer science faces some unique problems, among which a lower student interest for non-technical subjects, and a constant process of epistemic and technological obsolescence. This thesis showcases some experiences that aim to address these challenges, going towards (re)connecting the Humans and Machines participating in computer science education with the needs of the World of today and tomorrow. Our work combines some theoretical reflections with pedagogical experiments, to ensure that our work has at the same time descriptive power and empirical validation. To aid teachers and learners in the change process, these experiments share a pedagogical approach rooted on Active Learning, ranging from Challenge-Based Learning to Peer Education, to custom-tailored teaching methodologies. In designing each experiment, we start by asking ourselves: how is what we want to teach practiced in the real world? Theoretically, this thesis contributes to the state of the art by conducting a horizontal exploration of how computer science education can enter an age ever more dominated by so-called ambiguity. Methodologically, we propose lightweight techniques for qualitative measurement that are rigorous, but introduce little methodological burden, emphasising our work's reflective and exploratory dimension. Our work aims to show how, using the same broad design process, courses can be flexibly adapted to fit an ever-changing world, including significant disruptions such as the transition to online education.