In this thesis, I explore how design scaffolds, or (i.e., intellectual supports) can assist learners engaging with computational making processes. Computational making combines programming with artifact production. Due to the complexity of tasks involved in computational making, there is an increasing need to explore and develop support systems for learners engaging with computational making. With $3,000 funding from Utah State University’s College of Education and Human Services, an undergraduate researcher and I, who both have experience with youth and computational making research, explored how design scaffolds impact youth engaging with computational making processes. To do so, we held a workshop where 11 learners (11 female, ages 11-16) used ARIS, a platform designed for non-programmers to create mobile games. In addition, we interviewed five ARIS designers who were able to evaluate our design scaffolds. We provide insights for improving the use of design scaffolds in computational making with ARIS specifically that also apply broadly to computational making processes. Moreover, we developed an ARIS course that teaches educators to use a design scaffold tool for ARIS. This research provides immediate benefits for educators who access the ARIS course and researchers seeking to improve upon design scaffold research for computational making processes.

This dissertation thesis deals with the exploration of the issue of electronic learning supports intended to boost controlled self-study within university environment. This paper proceeds from the presumption that electronic learning supports are a suitable tool with a didactic potential in education which will make university self-study more effective and which will help students to meet the demanded requirements even more effectively than with commonly used learning materials. The paper deals with the definition of conceptual constructs from the field of electronic learning supports and also with the analysis of their didactic capabilities, limits and ways of usage with added specification of functional and didactic aspects of audio-visual learning supports. The empiric part of the paper uses a pedagogic experiment to verify the influence of the electronic learning supports on the university student's results within the controlled self-study. The paper complexly develops the theory of electronic learning supports from the point of view of current didactic resource and its inclusion into current structures of pedagogy and didactics.

TITLE: Didactic aspects of e-learning in adult education AUTHOR: Aneta Kalinová DEPARTMENT: Department of Primary Education SUPERVISOR: PaedDr. Nataša Mazáčová, Ph.D. ABSTRACT: The thesis work has resulted from the systematization of theoretical knowledge and practical knowledge in the field of e-learning education both in the context of adult education. Its target was a complex conception of e-learning education in its wider view with focus on lifelong education, gradually zooming in on the particularities of co-directing of learning satisfying adult learners' education needs with elaborate online learning supports and a tutor's support. It presents a row of arguments and reasons for the need of pursuing the e-learning education especially in the context of lifelong education and also seeking the advantages, regularly following and evaluating as well as improving the design of online learning supports and tutors' activities in this education sphere. Based on the empiric data gained in a questionnaire research the work tries to penetrate the field of learning aspects of the online learning supports and tutoring and to follow some aspects of the respondents' behaviour which influence their perception of the learning aspects. The lack of systematic studies focused on finding the correlations is the main...