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Numerous designs, practices, stakeholders, and technology options make it difficult for higher education institutions to find direction and established standards for classroom construction and remodeling projects. Different models of technology-enhanced classrooms are being adopted as various managers, integrators, and architects develop new classroom spaces. A planning process, standardized classroom model, and effective support structure will be valuable elements in meeting the needs of faculty and students. The goal was to establish a best practices classroom model to meet the needs of community college faculty, students, and technology support personnel. Information collected from community colleges was used to determine the state of installed classroom technology that includes standard practices, policies and procedures, stakeholder involvement, ongoing budget and equipment replacement, and technical support. Community college faculty and students provided data related to the effectiveness of and their satisfaction with different technology classroom models. A case study approach was employed. The cases included two different electronic classroom models (Model 1: remodel of rooms in existing buildings in 2004 and Model 2: new building construction in 1995). Data were collected from faculty and students related to the effectiveness of and their satisfaction with the particular environment. Background information on classroom design, standards, technology integration, and support was gathered from other community colleges to be included as part of the foundation provided by the review of literature. These data, together with the local data, were used to develop a classroom standards document. Faculty and student data were used to determine the effectiveness of the technology components, room and system design, and overall integration of technology in the electronic classroom. Faculty and students reported a high level of satisfaction with the electronic classrooms as well as a perceived high level of instructional effectiveness. Some design considerations related to screen placement and lighting control were raised by both populations. There were no other significant differences between the two classroom models used in the investigation. Faculty and student preferences were incorporated into the classroom standards document developed at the conclusion of the research. Community college instructional support personnel reported a fairly consistent basic model for their electronic classrooms. The use of any form of standards document was rare. A team approach to planning, design, installation and support was widely used.

This thesis examines the role of epistemic cognition within the context of a Knowledge Community and Inquiry (KCI) curriculum for secondary science. The study employs a new form of design-based research, called Model-Based Design Research (MBDR), which first maps a formal pedagogical model onto the curriculum design, and then assesses how the enacted curriculum adheres to the design. The curriculum design was a ten-week Grade 11 Biology unit that met the Ontario Ministry requirements for evolution and biodiversity, and included activities situated within a unique immersive environment called EvoRoom. The thesis includes an assessment of students' epistemological views about science and science learning, and evaluates the epistemic commitments of KCI using a relevant theoretical framework of epistemic cognition. The analysis reveals the complex interconnections amongst the epistemological, pedagogical and technological elements of the design, resulting in recommendations for future design iterations as well as theoretical insights concerning the KCI model.

This thesis examines the role of epistemic cognition within the context of a Knowledge Community and Inquiry (KCI) curriculum for secondary science. The study employs a new form of design-based research, called Model-Based Design Research (MBDR), which first maps a formal pedagogical model onto the curriculum design, and then assesses how the enacted curriculum adheres to the design. The curriculum design was a ten-week Grade 11 Biology unit that met the Ontario Ministry requirements for evolution and biodiversity, and included activities situated within a unique immersive environment called EvoRoom. The thesis includes an assessment of students' epistemological views about science and science learning, and evaluates the epistemic commitments of KCI using a relevant theoretical framework of epistemic cognition. The analysis reveals the complex interconnections amongst the epistemological, pedagogical and technological elements of the design, resulting in recommendations for future design iterations as well as theoretical insights concerning the KCI model.

Abstract Human-computer interaction (HCI) is an integral part of modern society. Since the number of technical devices around us is increasing, the way of interacting is changing as well. The systems of the future should be proactive, so that they can adapt and adjust to people’s movements and actions without requiring any conscious control. Visual information plays a vital role in this kind of implicit human-computer interaction due to its expressiveness. It is therefore obvious that cameras equipped with computing power and computer vision techniques provide an unobtrusive way of analyzing human intentions. Despite its many advantages, use of computer vision is not always straightforward. Typically, every application sets specific requirements for the methods that can be applied. Given these motivations, this thesis aims to develop new vision-based methods and systems that can be utilized in proactive applications. As a case study, the thesis covers two different proactive computer vision applications. Firstly, an automated system that takes care of both the selection and switching of the video source in a distance education situation is presented. The system is further extended with a pan-tilt-zoom camera system that is designed to track the teacher when s/he walks at the front of the classroom. The second proactive application is targeted at mobile devices. The system presented recognizes landscape scenes which can be utilized in automatic shooting mode selection. Distributed smart cameras have been an active area of research in recent years, and they play an important role in many applications. Most of the research has focused on either the computer vision algorithms or on a specific implementation. There has been less activity on building generic frameworks which allow different algorithms, sensors and distribution methods to be used. In this field, the thesis presents an open and expendable framework for development of distributed sensor networks with an emphasis on peer-to-peer networking. From the methodological point of view, the thesis makes its contribution to the field of multi-object tracking. The method presented utilizes soft assignment to associate the measurements to the objects tracked. In addition, the thesis also presents two different ways of extracting location measurements from images. As a result, the method proposed provides location and trajectories of multiple objects which can be utilized in proactive applications. / Tiivistelmä Ihmisen ja eri laitteiden välisellä vuorovaikutuksella on keskeinen osa nyky-yhteiskunnassa. Teknisten laitteiden lisääntymisen myötä vuorovaikutustavat ovat myös muuttumassa. Tulevaisuuden järjestelmien tulisi olla proaktiivisia, jotta ne voisivat sopeutua ihmisten liikkeisiin ja toimintoihin ilman tietoista ohjausta. Ilmaisuvoimansa ansiosta visuaalisella tiedolla on keskeinen rooli tällaisessa epäsuorassa ihminen-tietokone –vuorovaikutuksessa. Tämän vuoksi on selvää, että kamerat yhdessä laskentaresurssien ja konenäkömenetelmien kanssa tarjoavat huomaamattoman tavan ihmisten toiminnan analysointiin. Lukuisista eduistaan huolimatta konenäön soveltaminen ei ole aina suoraviivaista. Yleensä jokainen sovellus asettaa erikoisvaatimuksia käytettäville menetelmille. Tästä syystä väitöskirjassa on päämääränä kehittää uusia kuvatietoon perustuvia menetelmiä ja järjestelmiä, joita voidaan hyödyntää proaktiivisissa sovelluksissa. Tässä väitöskirjassa esitellään kaksi proaktiivista sovellusta, jotka molemmat hyödyntävät tietokonenäköä. Ensimmäinen sovellus on etäopetusjärjestelmä, joka valitsee ja vaihtaa kuvalähteen automaattisesti. Järjestelmään esitellään myös ohjattavaan kameraan perustava laajennus, jonka avulla opettajaa voidaan seurata hänen liikkuessaan eri puolilla luokkahuonetta. Toinen proaktiivisen tekniikan sovellus on tarkoitettu mobiililaitteisiin. Kehitetty järjestelmä kykenee tunnistamaan maisemakuvat, jolloin kameran kuvaustila voidaan asettaa automaattisesti. Monissa sovelluksissa on tarpeen käyttää useampia kameroita. Tämän seurauksena eri puolille ympäristöä sijoitettavat älykkäät kamerat ovat olleet viime vuosina erityisen kiinnostuksen kohteena. Suurin osa kehityksestä on kuitenkin keskittynyt lähinnä eri konenäköalgoritmeihin tai yksittäisiin sovelluksiin. Sen sijaan panostukset yleisiin ja helposti laajennettaviin ratkaisuihin, jotka mahdollistavat erilaisten menetelmien, sensoreiden ja tiedonvälityskanavien käyttämisen, ovat olleet vähäisempiä. Tilanteen parantamiseksi väitöskirjassa esitellään hajautettujen sensoriverkkojen kehitykseen tarkoitettu avoin ja laajennettavissa oleva ohjelmistorunko. Menetelmien osalta tässä väitöskirjassa keskitytään useiden kohteiden seurantaan. Kehitetty seurantamenetelmä yhdistää saadut paikkamittaukset seurattaviin kohteisiin siten, että jokaiselle mittaukselle lasketaan todennäköisyys, jolla se kuuluu jokaiseen yksittäiseen seurattavaan kohteeseen. Seurantaongelman lisäksi työssä esitellään kaksi erilaista tapaa, joilla kohteiden paikka kuvassa voidaan määrittää. Esiteltyä kokonaisuutta voidaan hyödyntää proaktiivisissa sovelluksissa, jotka tarvitsevat usean kohteen paikkatiedon tai kohteiden kulkeman reitin.

The study investigated the pedagogical impact of the use of smart classrooms by Grade 11 secondary teachers to facilitate the teaching and learning in the Tshwane South District. The lens used to understand this study’s problem was Technological, Pedagogical and Content Knowledge. The researcher used the interpretivist paradigm and a qualitative approach was applied. A multiple case study research design was also employed. Five secondary schools were used from which to collect data. The instruments used to collect data were semi-structured interviews, non-participant observation and document analysis. The population comprised Grade 11 secondary teachers. The ten participants were purposively sampled on basis that they taught Grade 11 classes using smart classrooms on daily basis. Ethical considerations were maintained by ensuring anonymity, voluntary participation, informed consent and confidentiality. Data collected were analysed using thematic analysis. The data were coded and organised into descriptive themes. Trustworthiness in the study was maintained through credibility and transferability. The results revealed that the introduction of smart classroom have a predominantly positive impact on the pedagogy in education and teachers are enjoying the new era in education. The findings of the individual semi-structured interviews reflect that the participants of this study used smart technology in their daily teaching. The findings also revealed that smart technology is useful, important and effective in the teaching and learning process. The findings of the non-participant observation revealed that participants showed varied degrees of mastery of Technological knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge. Some participants were well conversant with navigation of the smart board. They could use the tools and icons on the smart board throughout the lessons. The findings of the document analysis revealed that the five schools had an ICT file and the table of contents of these files were spelt out clearly. Every school had a policy on ICT integration and implementation. / Curriculum and Instructional Studies / M. Ed. (Curriculum studies)