Thesis (M.F.A.)--Rochester Institute of Technology, 1992. / Typescript. Includes bibliographical references (leaf 29).

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 244-266). Available also in an electronic version.

Thesis (M.F.A.)--Rochester Institute of Technology, 1995. / Typescript. Includes bibliographical references (leaves 30-31).

Thesis (M.F.A.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (leaf 29).

This thesis reports on a literature survey and an investigation that was done on the Histology course for MBChB II learners at Medunsa. All aspects of the course were investigated including the present course as well as the possibility of replacing the lectures by multimedia computer presentations and a video. The multimedia computer presentations were specially developed for the study while an earlier developed video was also included into the study. Two instruments were used to gather information from the learners. Responses from a questionnaire as well as learner records were statistically evaluated. This information as well as information gathered from the literature was used to design a new proposed course in histology. A number of issues emerged from the study. The first issue is that histology is the least favourite of all the subsections of Anatomy. Learners prefer to study their histology by watching a video. The learners who watched the video more than four times did not do better than the others. Multimedia changed the attitude of the learners towards histology to some extent. Learners have a perception, which could not be proved, that if they study with the aid of multimedia their marks and their recollection will improve. Learners often left lectures before the end or did not attend. The reason that the learners indicated for this tendency was lack of concentration. Most learners want the system of lectures changed. They want some lectures to be replaced by multimedia. Most learners rate the histology lectures as good. The majority of learners do not want the histology course to be changed into a multimedia course. From the study it is clear that the microscope can be successfully replaced by an instructivist way of learning like a video or a multimedia computer presentation. It is however not ideal to replace a constructivist way of learning, like using a microscope, with a way of learning that is only instructivist, therefore it is suggested that the microscope is replaced by another constructivist way of learning. Providing groups of learners with unique images from the histology slides to be studied and annotated was suggested. It also became clear that if a computer-based histology course is to be implemented in future, learners will have to go through a transitional phase where the lectures and practicals are gradually replaced by multimedia. / Thesis (PhD (Information Science))--University of Pretoria, 2006. / Information Science / unrestricted

Orientador: Claudia Bauer Medeiros / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Computação / Made available in DSpace on 2018-08-07T03:38:23Z (GMT). No. of bitstreams: 1 Santanche_Andre_D.pdf: 5630081 bytes, checksum: a9ac93609b33f3525c7597c3bbc398b9 (MD5) Previous issue date: 2006 / Resumo: A Web está evoluindo de um espaço para publicação/consumo de documentos para um ambiente para trabalho colaborativo, onde o conteúdo digital pode viajar e ser replicado, adaptado, decomposto, fundido e transformado. Designamos esta perspectiva por Fluid Web. Esta visão requer uma reformulação geral da abordagem típica orientada a docu­mentos que permeia o gerenciamento de conteúdo na Web. Esta tese apresenta nossa solução para a Fluid Web, que permite nos deslocarmos de uma perspectiva orientada a documentos para outra orientada a conteúdo, onde "conteúdo" pode ser qualquer objeto digital. A solução é baseada em dois eixos: (i) uma unidade auto-descritiva que encap­sula qualquer tipo de artefato de conteúdo - o Componente de Conteúdo Digital (Digital Content Component - DCC); e (ii) uma infraestrutura para a Fluid Web que permite o gerenciamento e distribuição de DCCs na Web, cujo objetivo é dar suporte à colaboração na Web. Concebidos para serem reusados e adaptados, os DCCs encapsulam dados e software usando uma única estrutura, permitindo deste modo composição homogênea e proces­samento de qualquer conteúdo digital, seja este executável ou não. Estas propriedades são exploradas pela nossa infraestrutura para a Fluid Web, que engloba mecanismos de descoberta e de anotação de DCCs em múltiplos níveis, gerenciamento de configurações e controle de versões. Nosso trabalho explora padrões de Web Semântica e ontologias ta­xonômicas, que servem como uma ponte semântica, unificando vocabulários para gerenci­amento de DCCs e facilitando as tarefas de descrição/indexação/descoberta de conteúdo. Os DCCs e sua infraestrura foram implementados e são ilustrados por meio de exemplos práticos, para aplicações científicas. As principais contribuições desta tese são: o modelo de Digital Content Component; o projeto da infraestrutura para a Fluid Web baseada em DCCs, com suporte para armaze­namento baseado em repositórios, compartilhamento, controle de versões e gerenciamento de configurações distribuídas; um algoritmo para a descoberta de conteúdo digital que explora a semântica associada aos DCCs; e a validação prática dos principais conceitos desta pesquisa, com a implementação de protótipos / Abstract: The Web is evolving from a space for publicationj consumption of documents to an en­vironment for collaborative work, where digital content can traveI and be replicated, adapted, decomposed, fusioned and transformed. We call this the Fluid Web perspective. This view requires a thorough revision of the typical document-oriented approach that permeates content management on the Web. This thesis presents our solution for the Fluid Web, which allows moving from the document-oriented to a content-oriented pers­pective, where "content" can be any digital object. The solution is based on two axes: a self-descriptive unit to encapsulate any kind of content artifact - the Digital Content Component (DCC); and a Fluid Web infrastructure that provides management and de­ployment of DCCs through the Web, and whose goal is to support collaboration on the Web. Designed to be reused and adapted, DCCs encapsulate data and software using a single structure, thus allowing homogeneous composition and processing of any digital content, be it executable or noto These properties are exploited by our Fluid Web infrastructure, which supports DCC multilevel annotation and discovery mechanisms, configuration ma­nagement and version controI. Our work extensively explores Semantic Web standards and taxonomic ontologies, which serve as a semantic bridge, unifying DCC management vo­cabularies and improving DCC descriptionjindexingjdiscovery. DCCs and infrastructure have been implemented and are illustrated by means of examples, for scientific applicati­ons. The main contributions of this thesis are: the model of Digital Content Component; the design of the Fluid Web infrastructure based on DCCs, with support for repository­based storage, distributed sharing, version control and configuration management; an algorithm for digital content discovery that explores DCe semantics; and a practical validation of the main concepts in this research through implementation of prototypes / Doutorado / Banco de Dados / Mestre em Ciência da Computação

In distance education, students and teachers are at different places and interact with each other with the help of different technologies. Broadcast television, two-way video conferencing, asynchronous learning mode, virtual learning environment (VLE) and content based multimedia computer based trainings (CB-MCBTs) are some of the technologies used to provide distance education. Content Based Multimedia Computer Based Trainings (CB-MCBT) is a computerized learning environment. The acceptance of computerized learning environment is based on its usability. And usability in any computerized learning environment is supportive to learners and it increases their learning experiences of learners. Authors of this research have evaluated usability of CBMCBTs, specifically CB-MCBTs designed by AIOU. Usability evaluation has been performed to find out usability issues in CB-MCBTs, and figured out requirements of learners regarding CB-MCBTs. To figure out usability issues in CBMCBTs authors have used inquiry technique with focus group and questionnaire. Authors have proposed usability criteria to evaluate usability of CB-MCBTs. Each element of proposed criteria is based on principle of user interface design, and three main usability aspects: effectiveness, efficiency, and satisfaction. Development of CB-MCBTs in AIOU is nice and unique effort in the field of computer based trainings. However if these CB-MCBTs are designed to support distance education, then AIOU should focus on the availability of CB-MCBTs to the students, feedbacks within CB-MCBT and feedback from university to students and completeness of these CB-MCBTs regarding features and facilities required by the students. This research also gives recommendation to AIOU for improvements in CB-MCBTs. These recommendations are helpful to fix usability issues in CB-MCBTs and to make these CB-MCBTs according to the requirements of learners.