Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 13, 2007) Vita. Includes bibliographical references.

The purpose of this study was to apply instructional system theory to the process of developing authentic English as a foreign language (ESL) materials for Indonesian pre-departure scholars. The researcher established a theoretical framework for the process through an intensive review of instructional system literature and selected an applied process model for adaptation to developing authentic ESL materials. The Stiehl-Schmall ISD model was adapted and later validated using a modified Delphi process. Seventeen panelists, randomly selected from the area of instructional systems design, ESL, and Indonesian EFL practitioners, were involved in the validation process. Feedback from panelists was analyzed and it was determined that the model was applicable for Indonesian intensive English programs. It was also found that the model, as adapted, was considered practical and useful by EFL practitioners, though many of them were not knowledgeable in instructional systems design. Indonesian EFL practitioners expected the development of the model to substantially improve the quality, effectiveness, efficiency, and relevancy of authentic English used in Indonesian intensive English programs. / Graduation date: 1993

<p>Since there was a need for an Educational Management Information System (EMIS) in the Ministry of Education in Afghanistan, we designed and implemented a prototype for use in the ministry and investigated the appropriateness of using Agile methods for producing the EMIS. The prototype consisted of a database containing data about schools and a Dari interface which was used by educational planners, managers and policy makers of the ministry for decision making and planning. Agile methods are relatively new in software engineering and have an approach and development guidelines which strive for user satisfaction and early incremental delivery of software. We adapt them to local conditions due to their collaborative client-developer approach. The interface, a key component, is easy to use and e cient. The key research result is an evaluation concerning the appropriateness of using Agile Methods for developing the EMIS. Focus groups and surveys were used to develop the prototype and accomplish the study.</p>

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Although widely used, little is known about the nature of expertise involved in functional task analysis, methods used to discover and represent a task structure in terms of goals and subgoals. Training studies indicated that learning task analysis is not trivial. To counter the "task analysis is an art" explanation, this dissertation approached task analysis as a skill acquisition problem that can be understood through scientific inquiry. Two studies were designed to capture and characterize experienced and novice performance. Professional (Study 1) and novice (Study 2) task analysts conducted task analyses on six tasks from two domains (cooking, communication). Master task analyses were created for each task and served as a basis for analysis. Some similar patterns to the task analysis products and errors were observed for the hierarchy dimensions (breadth and depth of analysis), subgoal focus, and versatility. However, differences in separating subgoals (verb-noun pairs) were observed and may be further investigated in the future. Future directions could also focus on understanding the association between the general approach (breadth and depth-first) and the characteristics of the task analysis products. Skill components of functional task analysis were derived from the findings in both studies conducted for this dissertation.

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Robert Reiser, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed June 18, 2004). Includes bibliographical references.

Thesis (M.A.)--University of North Carolina Wilmington, 2009. / Title from PDF title page (February 16, 2010) Includes bibliographical references (p. 56-57)

Thesis (M.A.)--University of North Carolina at Wilmington, 2004. / Includes bibliographical references (leaves : [102]-105).

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 186-201). Also available on the Internet.

Thesis (Ph. D.)(Information Science)--University of Pretoria, 2002. / Summaries in Afrikaans and English. Includes bibliographical references (leaves 109-118).