These three papers examine "productive failure" as a viable learning design to improve problem solving skills using open-ended problems. Productive failure, a teaching method, is based on the premise of unsuccessful learning performance in solving for complex problems with little to no support while yielding productive learning for subsequent problems. Kapur (2008) argues that hidden efficacies of learning exist in failure in which learners potentially learn through experimentation from their exploration and struggle in solving complex problems in a way that learners must first try and solve complex, novel problems on their own, but ultimately will fail to reach a solution. We have limited understanding if this type of design would be effective on complex problems with multiple solutions since previous studies on productive failure focused on problems with a canonical solution. In the three papers, I examine the extent to which students learn how to solve moral dilemmas in productive failure (PF) compared to lecture and practice (LP) and to what extent instruction in PF helps students learn skills in transferable problem solving. One paper describes a pilot study that was conducted with 21 second-year dental hygiene students. In the randomized-controlled study, analysis did not show significant differences on moral reasoning (p = .06) and transfer of knowledge (p = .58) between PF and LP instructional method. However, the effect size on students' posttest scores was high (d = .76) which as a result of the educational intervention, suggests that PF students demonstrated acquisition of new thinking and approached the complex problem in a more sophisticated moral way of thinking. To replicate these findings, the results from the pilot study were used to make adjustments in instructional and research design for a full-scale study. The second study on 77 second-year dental hygiene students from four dental hygiene programs further shows that PF students gained a deeper conceptual understanding and were better prepared for subsequent problems. PF students, I found, demonstrated greater shifts from simplistic thinking to post conventional thinking compared to LP students. Although PF students performed similarly when compared to LP students on their posttest scores in the moral responses, LP students scored lower than their pretest problem and the difference between pretest and posttest scores in LP School had a moderate effect in a negative direction (d= -.64). Findings in both studies suggest that productive failure design has the potential to help students reach a deeper conceptual understanding when they 1) analyze their own failure; 2) use the learned concept to build upon their own prior knowledge; and 3) repair existing mental models to successfully solve complex problems. As such, continued exploration of various instructional approaches like productive failure is still needed as alternatives to lecture and practice for developing problem solving skills.

O Design trabalha com a comunicação, facilitando a transmissão da mensagem ao público, pois intervém nos aspectos visuais e sensoriais do processo. Realiza um trabalho criativo e de qualidade, levando em conta a facilidade de percepção do conteúdo e da mensagem. Desta maneira, o designer não atua em uma única área, mas tem um amplo espectro de possibilidades projetuais, nas quais deve buscar a inclusão de todas as camadas da sociedade, sem preconceitos, valorizando sempre a multidisciplinaridade. Este aspecto do design é de grande relevância, pois sempre atua em conjunto com outras áreas, especialmente na execução de ações com objetivos comuns. O objetivo deste estudo foi adaptar e analisar o ambiente virtual de aprendizagem Fonoaudiologia para Pediatras desenvolvido por Martins (2012) sobre a aquisição e desenvolvimento da linguagem infantil para orientação de médicos pediatras, realizando um re-design do ambiente para melhorar sua qualidade gráfica e sua interação digital. Atuou-se nos aspectos gráfico e digital do produto e analisou-se a qualidade do recurso tecnológico utilizado. Participaram do estudo 115 profissionais das áreas do design gráfico, web design e publicidade. A avaliação do material foi realizada por meio de um préquestionário, no qual o usuário não se identificava, mas fornecia informações referentes a sua área de atuação específica, ano de formação e local em que atua e outro questionário avaliativo adaptado do instrumento WebMAC - Website Motivational Analysis Checklist for Evaluating Service-Based Commercial Web Sites para checar se o layout, a estrutura de navegação, a identidade visual e as imagens desenvolvidos estão adequados ao assunto, ao público e ao objetivo do Ambiente. Para a inserção dos questionários no ambiente projetado, foi utilizado o Google DOCs, que permite a elaboração de questionários e planilhas on-line. Para a utilização desse serviço foi necessária a realização de um cadastro no Google com nome de usuário e senha. O resultado da adaptação proposta do endereço para acesso, http://www.fonopediatria.com e o processo de avaliação por designers foi efetivo para conferir a qualidade do Ambiente Virtual de Aprendizagem, considerando o ambiente excelente, com alta expectativa para o sucesso. / The Design works with communication, facilitating the transmission of the message to the public because it intervenes in the visual and sensory aspects of the process. Make a creative quality work, considering the ease of perception of the content and the message. Thus, the designer doesnt work in a single area, but has a wide range of projective possibilities in which has to seek to include all society stratums, without prejudices, always emphasizing multidisciplinarity. This aspect of the design has great relevance, as always acts in conjunction with other areas, especially in the implementation of actions with the other areas, especially in implementing of joint actions with common goals. The goal of this study was to adapt and analyze the virtual learning environment Speech Therapy for Pediatricians developed by Martins (2012) about the acquisition and development of children\'s language for the guidance of pediatricians, performing a re-design of the environment to improve its graphic quality and digital interaction. We acted in graphic and digital aspects of the product and analyzed the quality of the technological resources used. Participated in this study 115 professionals in graphic design, web design and advertising. The evaluation of the material was performed by a pre-questionnaire, in which the user wasnt identified, but provided information from their specific area of expertise, graduation year and their performance area and other evaluative questionnaire adapted from the WebMAC instrument - Website Motivational Analysis Checklist for Evaluating Service- based Commercial Web Sites to check if the layout, navigation structure, visual identity and if the developed images are appropriate to the subject, the public and the goal of the Environment. For the insertion of the questionnaires in the projected environment, we used Google Docs, that allows the development of questionnaires and online worksheets. To use this service was necessary to execute a registration on Google with an username and password. The result of the proposed adaptation of the address to access, http://www.fonopediatria.com and the designers evaluation process was effective to confer the quality of the Virtual Learning Environment, considering the environment excellent, with high success expectations.

Orientador: Vânia Cristina Pires Nogueira Valente / Banca: Humberto Ferasoli Filho / Banca: Dariel de Carvalho / Resumo: A televisão, como indústria audiovisual, passa nesta era de convergência digital por um processo de hibridização através das novas tecnologias da informação e comunicação. Essa convergência de dispositivos e linguagens transmidiáticos vem agregar a este meio de comunicação o recurso da interatividade, constituindo uma interface de mediação entre o meio e a audiência interagente. O processo criativo de concepção e desenvolvimento de um modelo de aplicação interativa para Televisão Digital sobre a plataforma do middleware Ginga, do SBTVD, caracteriza-se como um projeto de investigação centrado na inovação tecnológica educacional em mídia audiovisual e na consequente transformação social, produzindo um modelo de Ambiente Virtual de Aprendizagem para Educação a Distância inserido no contexto de convergência de linguagens e mídias da contemporaneidade. Empregando na pesquisa um quadro teórico-metodológico interdisciplinar, tem como objetivo gerar um modelo conceitual de aplicação interativa destinado a servir de plataforma para a criação de conteúdos instrucionais focados em EaD através da mídia TV Digital / Abstract: Television, as an audiovisual industry, is passing, in this era of digital convergence, by a hybridization process due to new information and communication technologies. This convergence of transmedia devices and languages has come to add to this medium the property of interactive communication, providing an interface through mediation between the audience and the mass media. The creative process of designing and developing a model for interactive Digital Television appliction, on the platform of middleware Ginga and SBTVD, has been characterized as a research project focused on educational innovation in the audiovisual media and the consequent social transformation, producing a model of the Virtual Learning Environment for Distance Education within the context of convergence of languages and media in these contemporary times. Employing in this research an interdisciplinary theoretical and methodological framework, the project aims to generate a conceptual model of interactive application designed to serve as a platform for creating instructional content focused on distance education through the medium knowed as Digital TV / Mestre

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-03-13T17:35:59Z No. of bitstreams: 1 2017 - Andr? Jos? Diniz Soares.pdf: 3900859 bytes, checksum: 2734b09580245c0776040923df4c42e5 (MD5) / Made available in DSpace on 2018-03-13T17:36:00Z (GMT). No. of bitstreams: 1 2017 - Andr? Jos? Diniz Soares.pdf: 3900859 bytes, checksum: 2734b09580245c0776040923df4c42e5 (MD5) Previous issue date: 2017-02-23 / The observations made, everyday at Boa Esperan?as CEIER, configured the teaching of agrarian sciences as a challenge for elementary school. The problems encountered by the lack of financial resources in the animal, vegetable and domestic economy sectors. The lack of appropriate didactic material for the students' age and cultural,as well as the non-eplacement of necessary equipments for the field education modality, was a limiting factor for the development of the theoretical and practical classes of the disciplines.All the difficulties encountered day in day outin school justified a more in-depth and in-depth study to develop a less costly alternative, supplying or at least attenuating the adversities encountered in the field.Therefore, the objective of this research to build an educational portal of didactic resources that would attend the specificities of the field education modality, serving as a pedagogical resource in the disciplines that make up the diverse part of Boa Esperan?a?s CEIER. Thereunto, the construction of the Education Portal of the Field was divided in stages known as ADDIE model, widely used in classical instructional design.The analysis phase of the target audience was a brief history of the creation of the municipality of Boa Esperan?a and the construction of the Integrated State Center for Rural Education and its methodology directed to the field education modality.The result of this step was the starting point for the drawing phase, which required careful and detailed planning, attending the requirements of teachers of the diversified part.In the development phase there was the construction of the pages to allocate tools and store multimedia content, being performed by a website builder software that also indicated the frequency, totaling 19064 visitors over a period of twelve months. In the implementation, the portal of the Education of the Field and its proposal of collective construction in the Facebook social network was announced, which indicated 12 audio contents, 86 videos and 108 text files. The evaluation of the portal was made Boa Espearan?a?s CEIER teachers using a usability questionnaire based on the pedagogical characteristics of educational software on the internet. The educational environment category had the recommended usability because it allowed 82% of identification with the target public. In the didactics aspects category, the usability was highly recommended, contributing 91.50% in range the educational goal. Similarly, the pertinence category in relation to the curricular program obtained 83% in relation to the adequacy to the educational context and Boa Esperan?a?s CEIERsubjects , and usability is recommended. The overall average of the attributes of the pedagogical characteristics was 85.50%, and being recommended the usability of the portal. In front of all the above, it can be affirmed that the Field Education Portal has the capacity to satisfy the specific needs of the education modality of the field and it brings together sufficient attributes to ameliorate or even supply the lack of practical classes in the disciplines that make up the diversified part. However, with the limitation of Internet access in the school, the adequacy of the Education of the Field Portal to the educational context of Boa Esperan?a?s CEIER was harmed. / As observa??es feitas, cotidianamente no CEIER de Boa Esperan?a, configuravam o ensino de ci?ncias agr?rias como um desafio para o ensino fundamental. Os problemas encontrados pela falta de recursos financeiros nos setores de produ??o animal, vegetal e economia dom?stica. A car?ncia de material did?tico apropriado para faixa et?ria e cultural dos estudantes, bem como a n?o reposi??o de equipamentos necess?rios a modalidade educa??o do campo, era um fator limitante para o desenvolvimento das aulas te?ricas e pr?ticas das disciplinas. Todas as dificuldades encontradas cotidianamente na escola justificavam um estudo mais embasado e aprofundado para desenvolver uma alternativa menos onerosa, suprindo ou pelo menos atenuando as adversidades encontradas no campo. Sendo assim, o objetivo dessa pesquisa foi construir um portal educacional de recursos did?ticos que atendesse as especificidades da modalidade educa??o do campo, servindo como recurso pedag?gico nas disciplinas que comp?e a parte diversificada do CEIER de Boa Esperan?a. Para isso, a constru??o do portal Educa??o do Campo foi dividida em fases conhecida como modelo ADDIE, amplamente utilizado no design instrucional cl?ssico. A fase de an?lise do p?blico alvo constituiu um breve hist?rico da cria??o do munic?pio de Boa Esperan?a e a da constru??o do Centro Estadual Integrado de Educa??o Rural e sua metodologia direcionada a modalidade educa??o do campo. O resultado desta etapa foi o ponto de partida para a fase de desenho, que exigiu um planejamento minucioso e detalhado atendendo as exig?ncias de professores da parte diversificada. Na fase de desenvolvimento ocorreu a constru??o das p?ginas para alocar ferramentas e armazenar conte?do multim?dia, sendo realizada por um software construtor de sites que tamb?m indicou a freq??ncia, totalizando 19064 visitantes em um per?odo de doze meses. Na implementa??o, realizou-se a divulga??o do portal Educa??o do Campo e a sua proposta de constru??o coletiva na rede social facebook, que indicou 12 conte?dos de ?udio, 86 de v?deos e 108 arquivos de texto. A avalia??o do portal foi realizada pelos professores do CEIER de Boa Esperan?a utilizando um question?rio de usabilidade fundamentado nas caracter?sticas pedag?gicas de softwares educacionais na internet. A categoria ambiente educacional teve a usabilidade recomendada, pois permitiu 82% de identifica??o com o p?blico alvo. Na categoria aspectos did?ticos, a usabilidade foi altamente recomendada, contribuindo em 91,50% no alcance do objetivo educacional. Da mesma forma, a categoria pertin?ncia em rela??o ao programa curricular obteve 83% em rela??o ? adequa??o ao contexto educacional e as disciplinas do CEIER de Boa Esperan?a, sendo recomendada a usabilidade. A m?dia geral dos atributos das caracter?sticas pedag?gicas foi de 85,50% sendo recomendada a usabilidade do portal. Diante de todo o exposto, pode-se afirmar que o portal Educa??o do Campo possui a capacidade de satisfazer as necessidades espec?ficas da modalidade educa??o do campo e re?ne atributos suficientes para amenizar ou at? mesmo suprir a falta de aulas pr?ticas nas disciplinas que comp?e a parte diversificada. Por?m, com a limita??o de acesso a internet na escola, a adequa??o do portal Educa??o do Campo ao contexto educacional do CEIER de Boa Esperan?a foi prejudicado.

abstract: During the 2017-2018 academic year, I worked as Program Manager for a government-funded post-secondary organization in Ontario, Canada. A core part of my professional role was creating awareness and increasing the use of open educational resources (OER) in partnership with Ontario educators. I conducted this work with the support of colleagues and OER advocates at public colleges and universities. Collectively, we focused on the use of OER as an opportunity to: (a) reduce the cost of post-secondary resources, (b) diversify the types of resources used in teaching and learning, and (c) explore opportunities to create assessments and activities that empowered learners as co-creators of knowledge. Alongside my professional role during this year, I engaged in a mixed-methods action research study using change management strategies and Ajzen’s (1991) Theory of Planned Behavior. The purpose of the study was to determine the usefulness of an awareness and support strategy designed to increase the use of OER among post-secondary educators in Ontario. For many of the participants in the study (n = 38), OER were new elements in their teaching practice. I engaged in focused and meaningful dialogue with them as part of professional development sessions in order to fully explore their perspectives about use of OER. I chose two facilitation designs as the action of my action research. The first was a pair of face-to-face workshops, and the second was an open online course commonly called a MOOC (massive open online course). These were the interventions (and innovations) for the study. From the perspective of the participants, the awareness and support strategies were determined to be useful for increasing their use of OER. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2018

abstract: This mixed methods study examined instructor introduction videos for use in online learning. This study intended to identify the influence of video production value on student perceptions of student-instructor intent, specifically in the areas of perceived student-instructor communication and student-instructor connection. This study also examined which production style most accurately aligns student perceptions with instructor intent as well as which video production style is preferred by students. Using a set of production guidelines, an instructor produced two introduction videos; one of low production value, one of high production value. Student participants were surveyed on their perceptions of the instructor as featured in both videos. The instructor was interviewed using similar questions in order to identify instructor intent and compare instructor intent to student perceptions. Analysis of data showed that there was no statistical difference between video production value in students’ perceived student-instructor connection or student-instructor communication when compared to the instructor’s intent in the same areas. Data analysis also showed that a high production value was more accurate in portraying instructor intent, however a low production value was preferred by students and portrayed the instructor more positively. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

A chief human characteristic is the desire and ability to change the world. Prior planning is crucial when those changes are complex and extensive, and require the cooperation of many people. To satisfy this need, many disciplines have developed specialized notations for representing the plans. Developers in one discipline, computer-based instruction, are burdened by the current need to use two separate notations. Instructional experts design the instruction and represent the design with a primary representation. The instruction described in a primary representation is easy to see, which makes the representation suitable for evaluation, communication, and enhancement. Programmers translate the primary representation into a computer program, which is able to run on a computer but is a secondary representation. The problem with this process is that the primary representation is equivocal or ambiguous. Equivocal representations are subject to multiple interpretations; it is also possible for programmers to introduce errors during translation. Alternatively, the computer program is unequivocal, but the instruction that is evident in the primary representation diffuses into the program, becoming obscure and difficult to use for further evaluation, communication, or enhancement. A representation that is both unequivocal and primary benefits computer-based instructional development by eliminating ambiguity and translation errors while preserving the instructional details for later use. A representation is unequivocal if it is computable, and it is primary if it is able to represent the dynamic behaviors of complex instruction and its use as a design language can be demonstrated in published literature. My research evaluated and compared two design languages, PEAnets (networks of processes, entities, and actions) and the Unified Modeling Language, as potential unequivocal primary representations. Two translators, one for each language, were developed as a part of this research, and four complex computer-based instructional examples were created and translated into operational computer-based instruction. The translators demonstrated that both representations are computable, and the examples demonstrated that both languages are sufficiently robust to represent complex computer-based instructional systems. Both languages have been used successfully for designing instruction or general computer systems. I concluded, based on these observations, that both languages qualify as unequivocal primary representations.

The primary goal of this project has been to research and create aesthetic visual environments in distance-learning media through the application of expert criteria and to explore the effects of those environments on student satisfaction and motivation. To accomplish this three instructors with distinct courses were selected to apply aesthetic criteria within the process of analysis, design, development, implementation, and evaluation. Courses selected were Art Appreciation -- ARTS 1100, Advanced Surveying -- ENGR 2502, and Introduction to Sociology -- SOCI 1101. The project goal was subdivided into four objectives. 1) Develop criteria for the inclusion of visual aesthetics in the online environment. 2) Design and develop online courses using guidelines for the inclusion of aesthetics. 3) Collect and compare data from students about the level of satisfaction with the aesthetic appearance of the online environment. 4) Explore the effect of an aesthetic environment on student motivation. This project has demonstrated the environments of distance learning courses can be improved through the application of aesthetic principles. The selected criteria were useful to this Instructional Designer and could prove successful in improving the appearance of other online courses.

Learning from worked examples typically involves study activities, involving reading such materials carefully and attempting to understand the information presented. Considerable evidence has amassed regarding the benefits for novices of studying appropriately constructed worked examples paired with practice questions. However, prior research from the cognitive and sports psychology literatures suggests mental practice of worked examples may be an effective adjunct to studying such materials. Meta-analyses of these literatures suggest the utility of mental practice depends upon the degree of cognitive elements contained within a task, and also suggest that some prior knowledge of a task is necessary for mental practice to be effective. The present series of studies aimed to identify conditions under which mental practice is effective in educationally realistic, highly cognitive domains. Based on the above meta-analytic results, mental practice was hypothesised to enhance learning over further study in highly cognitive domains, but only when students either had sufficient prior knowledge, or were able to develop such knowledge over the course of an instructional intervention. Study activities were primarily expected to support knowledge acquisition, while imagining-based activities (mental practice) were expected to support knowledge automation. The experiments herein thus investigated interactions between levels of prior knowledge, complexity of instructional material, and levels of learning from imagination versus conventional study strategies. In Experiment 1, under conditions of low prior knowledge and complex material (HTML), students who studied worked examples outperformed those who imagined. Experiment 2, using simplified but still complex materials and a similar participant pool, found no differences between conditions, but Experiment 3, using stricter experimental design, found a study effect. In Experiment 4, an imagination effect was found under high prior knowledge. Experiment 5, using less experienced learners, suggested those who studied outperformed those whom imagined on acquisition questions. Experiment 6 found a sequence of study then imagination is more effective than imagination then study. The results have broad application for effective sequencing of these instructional strategies, but development of an accurate metric for imagination "readiness" is required to advance theory and practice, and more evidence is needed for a schema automation explanation of mental practice effects.

<p>The adoption of information technology as an aid to organisational efficiency and effectiveness has a long history in business and public administration, but its application to the processes of teaching and learning in education has been relatively limited. At the dawn of the new millennium this began to change, as educational institutions around the world began to experiment with new ideas for the use of information technology. This happened at the same time that commercial organisations began to realise that they themselves could &ndash / because of the availability of IT based systems &ndash / invest in educational services focused on their own needs. It was against this background that this research project set out to study how South African higher education has incorporated new learning technologies in the delivery of programmes. The study began by exploring the emerging patterns of the use of e-learning in South African higher education. This was to establish a broad understanding of how e-learning was incorporated into the core business of universities. As the study progressed interviews with both teaching and support staff provided course descriptions which were used to expose the kind of considerations that were made in designing, developing and delivering those courses. The main purpose of the study was to answer the question: what pedagogical considerations are necessary for successful course design when using e-learning? By placing the course descriptions on a continuum developed as a part of the conceptual framework in the study it was possible to analyse the course design features that emerged. The framework and its differentiated learning designs (LD1/2/3) can be used for both design and evaluation of courses and can facilitate the use of technology in enhancing teaching and learning.</p>