published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

<p>Evaluating software is a universal and complex problem. The question is: how should software be selected and adopted, or rather, which of the software packages is the most suitable for a specific environment? Extensive research on the evaluation of software has been done, but only a few researchers have considered evaluation of e-learning systems based on three software quality characteristics (i.e. usability, maintainability and deployability) for implementation in third world countries. In this thesis, it will be considered how to use a mixed research methods for the evaluation of free and open source e-learning systems in a developing country. The scope of this investigation is the evaluation of two free and open source e-learning systems at the Open University of Tanzania using 33 stakeholders (some with more and others with less computer expertise).</p>

In developing training for new technologies, designers encounter many options in an effort to increase system knowledge and produce effective system usage. Technological advancements do, however, provide the opportunity for more dynamic and interactive training methods. Moreover, technology may require the acquisition of time-sensitive skills. Many technologies have automatic shut-off or low-power functions, like the shutting off the backlight of a cell phone after 30 seconds. These system functions may lead to errors for novice users or for infrequent tasks. To develop effective training for time-sensitive tasks, the learner needs instruction on how to accurately perform the task at a particular pace. One potentially fruitful avenue of exploration is to provide the learning goal during training through the pace of the training materials. This presentation pace is the rate at which training tasks are presented to the learner during training; this pace may be fixed or self-regulated. The goal of the current study was to examine the role of presentation in learning a complex technology using four types of pacing for younger adults (Experiment 1) and older adults (Experiment 2). The results of this study show there seems to be a benefit of self-paced training for younger adults and older adults. These findings provide insight into future studies investigating the underlying mechanisms related to the benefits of self-paced training. Additionally, the findings have implications for the development of training paradigms for time-sensitive technologies.

Thesis (Ed. D.)--Miami University, Dept. of Educational Leadership, 2006. / Title from second page of PDF document. Includes bibliographical references (p. 72-77).

Esta dissertação tem como objetivo compreender os movimentos da gestão escolar no processo de inserção das tecnologias móveis na escola com base na Teoria dos Possíveis de Jean Piaget (1985, 1986, 1987). A cartografia, proposta por Deleuze e Guattari (1995) e descrita por Kastrup (2007, 2009, 2013), é a opção metodológica que orienta esse estudo, guiada pela pista da atenção e suas quatro variedades: rastreio, toque, pouso e reconhecimento atento. A pesquisa se divide em dois movimentos: a construção da base teórica e a análise dos dados. No primeiro movimento foram realizados quatro pousos com a intenção de constituir o cenário da pesquisa. O primeiro deles é a cultura digital, apresentada pelas ideias de Levy (1999), Lemos (2003, 2004, 2009) e Castells (2003), configurando a sociedade marcada pelos avanços da microeletrônica, na convergência entre a informática com as telecomunicações, e pelos processos de reconfiguração, liberação do polo de emissão e conexão generalizada. O segundo pouso se aproxima das tecnologias na educação, especificamente do Projeto Um Computador por Aluno, retratando a história do processo de informatização das escolas públicas brasileiras até chegar na modalidade 1:1, a partir de Kenski (2007), Almeida (1997, 1999, 2000), Valente (1997). No terceiro pouso há uma aproximação da escola, campo da pesquisa, mais especificamente da gestão escolar, que constitui os sujeitos a serem investigados. Lück (2000) é a base para explicar o avanço no papel do gestor escolar a partir da legislação vigente. O quarto pouso trata da Teoria dos Possíveis de Piaget (1985, 1986, 1987), do problema da produção de novidades, entendida aqui como uma possibilidade para compreender os movimentos da gestão escolar a partir da inserção dos laptops educacionais. O segundo movimento da pesquisa é marcado pela análise dos dados. A construção dos dados foi realizada a partir dos registros gerados durante o projeto Pesquisa e avaliação de práticas inovadoras para a inclusão da escola na cultura digital, (UCS, UFRGS e UNISINOS), do diário de itinerância da pesquisadora e da transcrição de cinco entrevistas feitas com os gestores escolares de uma escola participante da fase 2 do projeto piloto UCA. Os movimentos mapeados foram apresentados em três pousos. O primeiro trata das percepções dos gestores escolares, explicitando suas concepções acerca do seu papel. O segundo pouso fala da gestão de pessoas, marcado por perturbações que geraram a saída de professores da escola e a composição de um novo quadro de pessoal, revelando pseudo-impossibilidades e a abertura para novos possíveis. O terceiro pouso analisa a gestão na sua dimensão pedagógica, evidenciando a dicotomia entre o técnico e o pedagógico, bem como as ações da gestão na perspectiva de viabilizar o planejamento e a utilização dos laptops na escola. As condutas adotadas demonstram movimentos de resistência e abertura para novidades, levando a mudanças pedagógicas. Esta pesquisa se destaca pelo olhar atento e escuta sensível dos sujeitos que compõem a gestão escolar, que revelaram um constante devenir na abertura de novos possíveis a partir das perturbações apresentadas com a inserção de tecnologias móveis na escola. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-01-29T17:05:23Z No. of bitstreams: 1 Dissertacao Sintian Schmidt.pdf: 2077873 bytes, checksum: 560c9a6aea7c545d3863578894f17376 (MD5) / Made available in DSpace on 2016-01-29T17:05:23Z (GMT). No. of bitstreams: 1 Dissertacao Sintian Schmidt.pdf: 2077873 bytes, checksum: 560c9a6aea7c545d3863578894f17376 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES / This master’s thesis has the purpose of understanding movements of school administration in the process of introducing moblile technology in school in view of Jean Piaget’s Possibility and Necessity(1985, 1986, 1987). Cartography, as proposed by Deleuze and Guattari (1995) and described by Kastrup (2007, 2009, 2013), is the methodology chosen to lead this study, guided by attention as its clue, considering its 4 varieties: tracking, touching, landing and attentive recognition. According to this perspective, the research is divided in 2 movements: constructing the theoretical basis and analyzing data. In the first movement, 4 landings took place aiming at the constitution of the setting of the research. The first one is digital culture, presented according to Levy (1999), Lemos (2003, 2004, 2009), and Castells (2003), and set by a society marked by the advances of microelectronics, in the convergence between information technology and telecommunication, and by the processes of reconfiguration, disengagement of the emission pole, and generalized connection. The second landing approaches technologies in education, especially the Brazilian Project One Laptop per Student, depicting the history of the computerizing process in Brazilian public schools until the 1:1 mode, as per Kenski (2007), Almeida (1997, 1999, 2000), and Valente (1997). In the third landing, the school – research field – is approached, more specifically school administration, constituting the subjects on whom the investigation will focus. Lück (2000) is the basis to explain the advance in the role of the school manager from the insertion of the educational laptops. The second movement in the research is highlighted by the data analysis. Data were built from registers generated during the research project “Pesquisa e avaliação de práticas inovadoras para a inclusão da escola na cultura digital”, (UCS, UFRGS e UNISINOS), from the researcher’s diary, and from the transcript of 5 interviews carried out with the school administrators of a school that participated in phase 2 of the UCA pilot project. Movements that were mapped were presented in 3 landings. The first one deals with the perceptions of the school’s administrators. The second talks about managing people, and it is marked by disturbances that originated teacher’s departure of the school and the composition of new personnel, revealing pseudo-impossibilities and opening to the new possible. The third landing analyses management in its pedagogical dimension, pointing out the dichotomy between technical and pedagogical, as well as the actions of the administration in the perspective of making it feasible to plan and use the laptops in the school. The conducts that were adopted show movements of resistance and openness to novelties, leading to pedagogical changes. This research stands out for the discerning look and sensitive listening of the subjects that make up the school administration, which reveal constant becoming in the openness towards the new possible from the disturbances that have arisen with the insertion of mobile technologies in the school.

Thesis (MTech (Information Technology))--Peninsula Technikon, 2004 / This dissertation was written in fulfillment of the requirements for the degree Master of Technology in the Faculty of Information Technology at the Peninsula Technikon in South Africa. The dissertation covers the introduction of the study; the reviews of the case, Free and Open Source Software; the discussion of methodology of software project management in terms of software engineering; the analysis of assessment methods; the techniques of using PHP, MySQL, Apache and CVS; and the implementation of a test module. The research represents the consideration of the problem, namely that there are few free assessment manager programmes that can be used for the quick and efficient deployment of academic assessments. An experimental research method was used to with the aim of solving the above problem. In other words, a test management system module had to be designed and implemented to function within the architectural constraints of a developing Open Source Software (OSS) Learning Management System (LMS), which is called Knowledge Environment for Web-based Learning Next Generation (KEWL.NextGen). The test management system is a module developed on Object-Oriented Programming (OOP) in PHP and MySQL application. The scripts of this test module are written under the KEWL.NextGen' application framework, which is based on a close approximation of model, view and controller (MVC) design III pattem. Now the entire source coding of the test module has been uploaded to Web site http://kngforge.uwc.ac.za. This test module can be used for the creation and management of an online test. It provides facilities to create a new test, and to preview, edit, delete and mark an existing test. Three question types have been achieved, namely multiple-choice, true/false and short answer.

Thesis (MTech (Information Technology))--Peninsula Technikon,Cape Town, 2004 / Higher education and online discussions are an integral part of collaboratively based e-Learning systems. However, there problems can be associated with current online discussion models. For example, it can be easy to set open-ended discussions which attract little participation and to assess contributions can be difficult or time-consuming. Students may not achieve the expected learning outcomes without proper structure and management in online discussions. This paper proposes to design and implement a discussion forum object to function within the architectural constraints of an existing Oss learning management system (to meet target user requirements) that is a web-based environment for online discussions where the facilitator can structure each discussion according to its nature and where learning requirements are using already designed templates.

Thesis (MTech (Information Technology))--Peninsula Technikon, Cape Town, 2004 / This document describes the design and implementation of an Assignment Management Module (AMM) to function within the architectural constraints of an eXisting open-source software (OSS) Leaming Management System (LMS). The project is established for Infonmation Technology Department Master Degree Project of the Peninsula Technikon. The Assignment Management Module will be constructed in orders to make it easier to create, mark, and manage assignments and record individual student perfonmances. The design entailed work on different function blocks like a user's authorisation, files uploadfdownload and mailing reminder unit as well as writing and testing of the application code on the intemet/intranet. The development process of the project to explore how to fu lfi11 software engineering methodology in an open-source environment, also presents details of the design architecture and technologies to be used, as well as being mindful of its future directions. The target audience of this document is anyone with an interest in an open-source software project in general, and in a Learning Management System in particular. If the reader has also been a contributor to Learning Management System, and especially to the management of assignments, this document may provide additional value, in that it strives to present a new approach to the understanding of such a module.

Tesis voorgelê volgens die vereistes van die M.Ed.: Onderwys Vir die Fakulteit van Onderwys en Sosiale Wetenskappe te Kaapse Skiereiland Universiteit van Tegnologie 2014 / Reading is the interaction between author and reader. To be able to read, the reader has to decode the message in order to read with comprehension/understanding. Reading consists of two components, namely word recognition and reading comprehension. Word recognition is the ability to recognise words as quickly as possible. Reading comprehension is the ability to store the meaning of the message in words in the brain. To be able to read the learner must be able to recognise the message and to understand what he/she reads. The ability to read is very important, because a good reading ability is the key to success in a learner’s studies at school. Reading problems occur due to the lack of phonological processing of written material. Reading problems are caused by various factors such as emotional factors, sensory factors and limited cognitive ability – to mention but a few. The purpose of this research was to determine whether a multi-sensory reading method such as the Silverman approach to reading could have a positive influence on the reading and studying abilities of a learner with dyslexia combined with an instructional design. A literature review was done on reading and reading problems, a multi-sensory approach, and well-known multi-sensory approaches such as the Davis method, Orton Gillingham method and the Silverman method. A Grade 8 learner who had been diagnosed with dyslexia was evaluated according to the ESSI reading and spelling tests to determine his reading and spelling levels. His parents and he had to complete questionnaires to determine his scholastic and social progress. After that, the learner was helped by using the Silverman spelling method to enhance his spelling and reading abilities. The duration of the course was thirteen weeks and the learner attended hourly sessions two times per week. The instructional design was used to adjust the sessions according to the learner’s needs. The quantitative research method, namely the ESSI reading and spelling tests, was used as well as the qualitative method. The researcher also used journal inscriptions to observe the sessions in order to change the programme should it be deemed necessary. After completion of the course, the learner was evaluated according to the ESSI test once more and his parents and he had to complete the questionnaire again to ensure reliability and validity. The results of the qualitative tests and the quantitative information pointed out that the learner successfully progressed in his reading and spelling abilities. Die praktiese ondersteuning van ’n leerder met disleksie deur middel van ’n instruksie-beplanningsproses vi It is thus possible to deduct that a multi-sensory reading and spelling method such as the Silverman method had a positive influence on the learner’s reading and spelling abilities. A shortcoming in the research was that the researcher was restricted to only four months to complete the research project. Should the research have begun from the beginning of the year, the results might have differed completely. The researcher has also made recommendations about the training of teachers, as well as recommendations to the Department of Education.

Esta dissertação tem como objetivo compreender os movimentos da gestão escolar no processo de inserção das tecnologias móveis na escola com base na Teoria dos Possíveis de Jean Piaget (1985, 1986, 1987). A cartografia, proposta por Deleuze e Guattari (1995) e descrita por Kastrup (2007, 2009, 2013), é a opção metodológica que orienta esse estudo, guiada pela pista da atenção e suas quatro variedades: rastreio, toque, pouso e reconhecimento atento. A pesquisa se divide em dois movimentos: a construção da base teórica e a análise dos dados. No primeiro movimento foram realizados quatro pousos com a intenção de constituir o cenário da pesquisa. O primeiro deles é a cultura digital, apresentada pelas ideias de Levy (1999), Lemos (2003, 2004, 2009) e Castells (2003), configurando a sociedade marcada pelos avanços da microeletrônica, na convergência entre a informática com as telecomunicações, e pelos processos de reconfiguração, liberação do polo de emissão e conexão generalizada. O segundo pouso se aproxima das tecnologias na educação, especificamente do Projeto Um Computador por Aluno, retratando a história do processo de informatização das escolas públicas brasileiras até chegar na modalidade 1:1, a partir de Kenski (2007), Almeida (1997, 1999, 2000), Valente (1997). No terceiro pouso há uma aproximação da escola, campo da pesquisa, mais especificamente da gestão escolar, que constitui os sujeitos a serem investigados. Lück (2000) é a base para explicar o avanço no papel do gestor escolar a partir da legislação vigente. O quarto pouso trata da Teoria dos Possíveis de Piaget (1985, 1986, 1987), do problema da produção de novidades, entendida aqui como uma possibilidade para compreender os movimentos da gestão escolar a partir da inserção dos laptops educacionais. O segundo movimento da pesquisa é marcado pela análise dos dados. A construção dos dados foi realizada a partir dos registros gerados durante o projeto Pesquisa e avaliação de práticas inovadoras para a inclusão da escola na cultura digital, (UCS, UFRGS e UNISINOS), do diário de itinerância da pesquisadora e da transcrição de cinco entrevistas feitas com os gestores escolares de uma escola participante da fase 2 do projeto piloto UCA. Os movimentos mapeados foram apresentados em três pousos. O primeiro trata das percepções dos gestores escolares, explicitando suas concepções acerca do seu papel. O segundo pouso fala da gestão de pessoas, marcado por perturbações que geraram a saída de professores da escola e a composição de um novo quadro de pessoal, revelando pseudo-impossibilidades e a abertura para novos possíveis. O terceiro pouso analisa a gestão na sua dimensão pedagógica, evidenciando a dicotomia entre o técnico e o pedagógico, bem como as ações da gestão na perspectiva de viabilizar o planejamento e a utilização dos laptops na escola. As condutas adotadas demonstram movimentos de resistência e abertura para novidades, levando a mudanças pedagógicas. Esta pesquisa se destaca pelo olhar atento e escuta sensível dos sujeitos que compõem a gestão escolar, que revelaram um constante devenir na abertura de novos possíveis a partir das perturbações apresentadas com a inserção de tecnologias móveis na escola. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES / This master’s thesis has the purpose of understanding movements of school administration in the process of introducing moblile technology in school in view of Jean Piaget’s Possibility and Necessity(1985, 1986, 1987). Cartography, as proposed by Deleuze and Guattari (1995) and described by Kastrup (2007, 2009, 2013), is the methodology chosen to lead this study, guided by attention as its clue, considering its 4 varieties: tracking, touching, landing and attentive recognition. According to this perspective, the research is divided in 2 movements: constructing the theoretical basis and analyzing data. In the first movement, 4 landings took place aiming at the constitution of the setting of the research. The first one is digital culture, presented according to Levy (1999), Lemos (2003, 2004, 2009), and Castells (2003), and set by a society marked by the advances of microelectronics, in the convergence between information technology and telecommunication, and by the processes of reconfiguration, disengagement of the emission pole, and generalized connection. The second landing approaches technologies in education, especially the Brazilian Project One Laptop per Student, depicting the history of the computerizing process in Brazilian public schools until the 1:1 mode, as per Kenski (2007), Almeida (1997, 1999, 2000), and Valente (1997). In the third landing, the school – research field – is approached, more specifically school administration, constituting the subjects on whom the investigation will focus. Lück (2000) is the basis to explain the advance in the role of the school manager from the insertion of the educational laptops. The second movement in the research is highlighted by the data analysis. Data were built from registers generated during the research project “Pesquisa e avaliação de práticas inovadoras para a inclusão da escola na cultura digital”, (UCS, UFRGS e UNISINOS), from the researcher’s diary, and from the transcript of 5 interviews carried out with the school administrators of a school that participated in phase 2 of the UCA pilot project. Movements that were mapped were presented in 3 landings. The first one deals with the perceptions of the school’s administrators. The second talks about managing people, and it is marked by disturbances that originated teacher’s departure of the school and the composition of new personnel, revealing pseudo-impossibilities and opening to the new possible. The third landing analyses management in its pedagogical dimension, pointing out the dichotomy between technical and pedagogical, as well as the actions of the administration in the perspective of making it feasible to plan and use the laptops in the school. The conducts that were adopted show movements of resistance and openness to novelties, leading to pedagogical changes. This research stands out for the discerning look and sensitive listening of the subjects that make up the school administration, which reveal constant becoming in the openness towards the new possible from the disturbances that have arisen with the insertion of mobile technologies in the school.