This study investigates a process of technological innovation in the classroom, and a range of related issues. It discusses the development of a technology-assisted tool, ThinkSpace, combining computer-based concept mapping and a wiki, aimed at facilitating collaborative and critical engagement with complex study material. The study adopts a design-based research approach in order to develop in tandem the technological implementation of the tool as well as the pedagogical practices for the use of the tool in the classroom. ThinkSpace was introduced into two schools where it was used by A-level history students. In close collaboration with the teachers practical uses for the tool were developed and implemented in the classroom. Data were collected through classroom observation, student and teacher interviews, as well as gathering evidence of students’ work with the tool. The thesis engages with questions of developing pedagogical practice to incorporate technological tools. It provides insights into the processes of working with teachers and students on collaborative innovation projects and the ways in which technology and pedagogy can gradually be aligned to achieve shifts in classroom practice. The project also investigates opportunities for developing productive uses of wikis and concept mapping in the classroom. The results of this study highlight the gradual and incremental nature of innovation in the classroom. The study concludes that innovation with tools such as ThinkSpace requires changes to deeply-seated learning practices, which are closely linked to student identity. If such practices are to be altered, it is necessary to think more carefully about supporting students through the pedagogical changes that some technological innovations endeavour to put into place. Possible ways of providing support in the processes of innovation were found in the present study through the scrutiny of the ways some students were beginning to appropriate the ThinkSpace tool. This suggested more targeted ways of encouraging conceptualisation and collaboration practices, which were the target of the innovation presented here.

The research described in this thesis is grounded in the fields of independent adult learning, user experience for mobile applications and game design. It considers the case for mobile game-based learning in the context of informal microlearning and investigates the potential of mobile games to assist the independent skills development of adults. Initial research found that adults expressed positive attitudes towards the idea of learning with a mobile game, while even those who did not use mobile games recreationally appeared positive to using them if they perceived them as an effective way to develop their skills. Guidelines were then developed to inform the design of effective mobile learning games based on theories of adult learning, game-based engagement, mobile usability and mobile game design. These guided the development of a mobile game prototype aimed at assisting adults, speakers of English as a second language, to build their academic vocabulary. To evaluate the effectiveness of the prototype, a mixed methods approach combining quantitative and qualitative data collection instruments was utilised. Player engagement and system usability were measured rather than direct measures of learning outcomes. Overall the results were encouraging since evaluation participants were found to be engaged by the activity and able to easily pick up the game and play. Additionally, qualitative data on participants’ experiences and perceptions were collected, which supported initial research findings on the positive attitudes of adults towards using mobile games for learning. Though caution is recommended when generalising the evaluation results, the potential of mobile games for the independent learning of adults was supported. Overall this research offers a rationale for the use of mobile game-based learning, an insight into the nature of adult learners’ needs and their mobile devices usage patterns, a critical discussion on the type of learning that would be appropriate for the context, a set of guidelines for the design of mobile learning games, and finally a discussion of evaluation methods along with a collection of empirical data on the post-experiential attitudes of adults with regards to mobile games for learning.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-24T14:15:38Z No. of bitstreams: 1 JackesTeixeiradeOliveiraDissertacao2017.pdf: 1614047 bytes, checksum: 908bbdd24c472a036c000892eb60174c (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-24T14:16:05Z (GMT) No. of bitstreams: 1 JackesTeixeiradeOliveiraDissertacao2017.pdf: 1614047 bytes, checksum: 908bbdd24c472a036c000892eb60174c (MD5) / Made available in DSpace on 2018-04-24T14:16:05Z (GMT). No. of bitstreams: 1 JackesTeixeiradeOliveiraDissertacao2017.pdf: 1614047 bytes, checksum: 908bbdd24c472a036c000892eb60174c (MD5) Previous issue date: 2018-12-12 / Seventy-eight percent of workers in the Brazilian industry have only a High School diploma. Therefore, organizations need to develop in-house educational actions to reach their goals. According to previous studies, face-to-face training has been slowly replaced by distance learning and professionals who work in corporate education do not have the pedagogical training to ensure their proposals are efficient and effective. Thus, the present study mapped key andragogic processes that must considered by these professionals and inquired whether they have been used in distance learning work routine. The results show that the application of andragogy to distance learning educational actions was a challenge to most interviewees. / Setenta e oito por cento dos trabalhadores da ind??stria brasileira possuem a forma????o educacional at?? o Ensino M??dio completo, e desta forma as organiza????es necessitam desenvolver a????es educacionais internas para que os objetivos tra??ados sejam alcan??ados. De acordo com estudos j?? realizados, estas a????es est??o aos poucos sendo substitu??das da modalidade presencial para ?? dist??ncia, e os profissionais que atuam com os processos de Educa????o Corporativa n??o t??m a forma????o pedag??gica necess??ria para garantir a efici??ncia e efic??cia em suas proposi????es. Sendo assim, esta pesquisa mapeou os importantes processos andrag??gicos que devem ser considerados por esses profissionais e pesquisou se estes j?? os utilizam em sua rotina de trabalho no que se refere ?? educa????o a dist??ncia. Os resultados da pesquisa mostram que a aplica????o da andragogia para a????es educacionais EaD ?? um desafio para a maior parte dos entrevistados.

This study describes an interview survey of college instructors of foreign and programming languages as well as a content analysis of textbooks from these fields. Seven interviews were conducted with instructors in Romance Languages and Computer Science at five colleges in central North Carolina. The purpose of the interviews was to determine how instructors of foreign and programming languages view their teaching methodology and how this relates to the textbooks they choose. Based on the information gathered at the interviews and a subsequent content analysis of six textbooks, this study explored the possibilities that exchanging teaching ideas between foreign and programming language texts might afford if these were applied creatively across these two curricula.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Marilyn Laiken.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2005. / Härtill 4 uppsatser.

Thesis (Ph.D.) -- University of Western Sydney, Hawkesbury, 1995. / Includes index. "A thesis submitted to the School of Social Ecology to meet the requirements for the degree of Doctor of Philosophy" Bibliography : leaves 236-265.

Thesis (M. Ed.)--Victoria University (Melbourne, Vic.), 2006. / Research thesis. Includes bibliographical references.

Thesis (M.Ed. )--Kutztown University of Pennsylvania, 2006. / Source: Masters Abstracts International, Volume: 45-06, page: 2759. Typescript. Abstract precedes thesis as 2 leaves (i-ii). Includes bibliographical references (leaves 48-52).

"Illuminating experiments I" is the second part of web-based database of chemical experiments and its suitability is especially for secondary schools. Seventeen experiments are presented in total (on internet from December 2010). Didactic elaboration includs clips, instructions and principles of experiments. Teaching aplications are suggested by questions and tasks. http://home.zf.jcu.cz/public/departments/kch/didaktika/didaktika.htm