Thesis (Ph.D.)--Michigan Technological University, 2007. / Includes bibliographical references. Also available on the World Wide Web.

Thesis (Ph.D.)--Michigan Technological University, 2006. / Includes bibliographical references. Also available on the World Wide Web.

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[by] Eric von Hippel. / Includes bibliographical references. / The research reported in this paper was supported by the Office of National R&D Assessment, NSF (Grant no. DA-44366) and the Office of Experimental R&D Incentives, NSF (Grant no. CG-00002).

Eric von Hippel. / "August 1985." / Bibliography: p. 33-35.

"The physical environment in which teaching and learning occurs is being replaced with an electronic classroom, but the process of teaching is very much the same. In the second phase, however, we will begin to use technology in new ways, to advance beyond what was possible in the classroom. "Downes. (2004). This overview supports an application for a PhD by publication at the University of Glamorgan. It identifies the tensions, barriers and facilities within the field which is broadly called eLeaming, but which I prefer to term Technology Supported Leaming. Successful uses of appropriate innovative technologies by staff and students in education is not a mystical or ethereal goal. Real innovation is often driven by the passionate few, frequently developed in their own time and enthused by a real desire to make a difference to the learning of their students. This motivation is not unique, unusual or perhaps unexpected. However the real problem is in 'mainstreaming' this innovatory practice or activity, (O'Donoghue, 2006, p. vii). As contemporary society becomes increasingly diverse and complex, so does the process of preparing young people for life as independent thinkers, productive citizens, and future leaders. The changing nature of students, the collegiate experience, learning, teaching, and outcomes assessment all have substantive implications for altering educational practice. The information age has encouraged the ubiquity of a seemingly endless supply of information that is there just waiting to be internalised by students who have the ability and the inclination to interrogate the vast range of information systems available. There is a need to consider the relationship between pedagogy and technology in driving the changes to the education process and what outcomes will determine the efficacy of these new learning environments. Pedagogic determinism needs to be focused within the 'real' world of increasing financial pressures on students and educational establishments. The development of Higher Education Institutions into 'customer' focused establishments competing for students who are, in some cases, reluctant or unable to attend formal educational institutions but who want to acquire qualifications and skills creates problems for both the establishments and staff. There are associated issues which my overview addresses, such as how technology might service this cohort of people who are looking to less formal mechanisms of education, technology versus pedagogy, issues of social learning whilst being remote and yet online, issues and necessary change required if the concept of 'virtual' educational institutions are to be realised. Higher education is best seen as a process, focused on learning, in which content is combined in some way with some forms of technology, whether they be "chalk and talk," television broadcast, or an IT-based delivery platform. My conclusion is that the development of technology-based learning support structures, that is, technology based enhancements to formal teaching and learning strategies embedded in the pedagogy, will assist the education and training sector. In some ways, many of the changes currently going, economic, technological, political, are compelling us to examine issues about how we support student learning, an issue which many of us might prefer to ignore, (Bernardes and O'Donoghue, 2003). I have endeavoured to consider this within a variety of different learning contexts - nursing to engineering, (Drozd and O'Donoghue, 2007; O'Donoghue and Laoui, 2008).

Information and Communication Technology (ICT) facilitates better communication within the construction industry and has the potential to change the industry beyond recognition. The aim of this research is to develop a theoretical Digital Nervous System (DNS) model for the UK construction industry to enable companies to improve their corporate business performance. To accomplish the aim of the research, the author conducted extensive secondary and primary data collection. Two primary research techniques were adopted to elicit data and information from respondents, these were; questionnaire surveys and structured interviews. A comprehensive review of secondary data was undertaken, this included a review of published literature, both in print and electronic format. A theoretical DNS model has been proposed by the author in this research. This DNS model is able to support and integrate the following functions: To manage inner-company operations more efficiently using Enterprise Resource Planning (ERP) and Intranet technology. To use Extranets to improve communication with business partners by sharing up-to-date information. To exploit the potential of the Internet to increase interaction with the public, interest groups and potential clients. To create commercial benefits available to the construction industry through the use of e-Commerce. The potential benefits of utilising a DNS model for a construction organisation are significant. The possible improvements that can be attributed to adopting the DNS model proposed by the author of this research include: • Reduction in an organisation's costs and construction time. • Improved profits. • Reduction in defects and waste. • Increase in productivity and client satisfaction.

Things make us smart. Tools are made by humans aiming not only at solving technical problem but also developing high-order thinking. In a manner different from traditional mathematics lessons involving direct transmission of knowledge from teachers to students, tool-based mathematics classrooms fabricate an interactive teaching and learning environment. This environment fosters teachers' professional guidance based on students' manipulation of tools. The design of tool-based task aims to formulate students' learning experience via their own acquisition of knowledge through tool manipulations. Mathematics concepts can be visualized and manipulated by students through engaging in activities with tools generating tool-based signs and mathematics signs in a semiotic process. The role of mathematics teachers in tool-based mathematics classrooms is to provide well designed tool-based tasks and implement tool-based lessons in order to orchestrate students' learning, coupled with the endeavour of students' manipulating of tools.;Two new ideas, named didactical interactions and Tool-Task dialectics, were proposed in the study to effectively enforce mathematics teachers' instruction through tool-based pedagogy in interactive classrooms. The main objective of this study was to holistically investigate the implementation processes of tool-based lessons by mathematics teachers based on some theoretical perspectives. A multiple-case study, consisting of three cases with similar and different backgrounds, was conducted. Didactical cycle was one of the main theoretical frameworks, which framed analysis of the study. Based on in-depth analysis within and across cases, didactical interactions and Tool-Task dialectics were empirically developed to enrich tool-based education theories allowing teachers to demystify the cognitive development of students in tool-based lessons. The analysis of flows of the lessons uttered transition directions of critical phases ground on the theory; while pragmatic manipulations of tools operated by students and teachers' orchestration provided strong evidence to illustrate interplay between tools and tasks. Thus, the findings of the study potentially contributed to some aspects of tool-based mathematics education research.;Keywords: tool-based task design, tool of semiotic mediation, didactical cycle, didactical interactions, tool-task dialectic, mathematics classroom.

Rural areas are particularly affected by demographic ageing. In later life, the likelihood of living with chronic, manageable, physical conditions increases, affecting the ability to get out and about and be involved with the community. New digital technologies offer novel opportunities for overcoming physical barriers associated with engagement with others, which, amongst other benefits, can enhance wellbeing. These technologies may benefit all age groups in all types of community but could be of particular value in rural areas, which are characterised with dispersed settlement structures, accessibility restrictions and out-migration of family members and in-migration of new residents. The aim of this PhD project was to explore the potential benefits of digital technology, specifically designed for largely housebound older adults in rural North East Scotland, to enhance the sense of involvement they have with the local community. In this multi-methods project, sixteen interviews were conducted with largely housebound older adults living across North East Scotland, the majority in remote and accessible rural areas, to investigate how technology could enhance the sense of involvement older adults could have with their local community. These interviews, along with findings from two focus groups carried out with older adults, were used iteratively to inform the overall concept of the technology, followed by the design and development of a technology prototype. The prototype, entitled Window to the Outside World, was then evaluated with ten interviewees to explore whether live-streaming of local events could potentially enhance the sense of involvement one had with their local community, for those who were largely housebound in rural areas. The findings indicated that digital technologies, such as Window to the Outside World, carry much potential to provide supplementary avenues for increasing one's sense of involvement in the community for largely housebound older adults. There is scope to investigate whether use of such a technology could bring both individual and community-wide benefits for wellbeing, through increased opportunities for identity continuity, imaginative mobility as well as those gained from adopting a purely spectator role, and potential therapeutic benefits from the content of the footage. There is potential to develop the technology further to make it fit to their needs even more effectively.