This thesis grounds the design of learning technologies in cognitive learning theory to explore deeper formative measurement of the learning process. This work implements Graspable Math (GM; Ottmar, Landy, Weitnauer, Goldstone, 2015), a dynamic learning technology that has been designed using perceptual-motor learning theory, which has been shown to have a strong connection to mathematical reasoning (Kirshner, 1989; Kellman, Massey, & Son, 2010; Goldstone, Landy, & Son, 2010). With this dynamic mathematics learning technology, we can measure the algebraic problem solving process in ways that are not possible with pencil and paper or other more traditional learning technologies. By collecting this data, this research will explore how to move beyond traditional correctness-based assessment and design more formative measures of the learning process. This work provides a rich perspective on the evolution of research on mathematical proficiency, how this research is applied in practice, and an in-depth example of how one technology-based learning environment has been developed to measure mathematical proficiency. This work has three main objectives: 1) develop a theoretical framework to assess mathematical proficiency within GM, 2) explore GM-based measures of mathematical proficiency across K-12 populations, and 3) design GM-based tools that are grounded in theory on mathematical proficiency. This work first presents a conceptual model that maps student behavior data measured through GM onto the five theoretical strands of mathematical proficiency as defined by the National Research Council’s 2001 publication, Adding it Up. The first study reveals underlying constructs in Elementary student data and suggests there is an added benefit of including these formative measures within predictive models. Above and beyond background characteristics and summative measures of knowledge, formative measures of the learning process revealed subtle interactions based on student behaviors and prior knowledge. These constructs also show potential in mapping onto certain strands of mathematical proficiency. The second study compares underlying constructs within Elementary data to High School data using exploratory factor analysis and finds similar factors across both populations. These results suggest that certain constructs may underlie different age groups and have the potential to be used as measures of mathematical proficiency. While the first two sections describe the definition and measurement of mathematical proficiency within GM, the final section explores the implementation of these measures within the design process of new GM-based activities for students and tools for teachers. Ultimately, the goal of this work is to serve as an example method for other researchers, educators, and designers to move beyond summative measures of assessment and enhance the formative assessment capabilities of learning technologies by grounding measures in theories of learning.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The research centered on the implementation and use of groupware technologies and on knowledge management (KM) practices in the Information Technology (IT) division of a major global energy organization. The study examined the relationships among technology, process, policy, and the cognitive frames that characterize people's understandings of them-in conjunction with other contextual and methodological factors, including technological and organizational change. The problem was presented from a business perspective and expressed in terms of two problematic gaps. The first was a methodological gap, between the existing approach to implementing and integrating KM enabling technology (Livelink groupware), structure, and culture within the research site and the approaches recommended in the literature. The second was an operational gap between the actual level-of-use of the groupware technology (and associated KM practices) within the research site and the level-of-use expected by senior leadership. Data included survey responses from 51 of 54 respondents (94%) involved in the implementation effort. There were 6 demographic questions. The remaining questions combined mostly open-ended items with 8 Yes/No and 14 Likert-type items. The open ended responses were subjected to a thematic analysis and all of the responses were analyzed in relation to 9 research questions. The research questions addressed the key organizational conditions influencing the use of groupware technology and KM practices and the process required to effectively transform an organization in the desired direction. Other questions assessed MCA member's technological frames regarding Livelink and KM, the extent to which MCA staff used Livelink and KM, as well as staff perceptions of current and previous rollout attempts. The study then identified methodological and operational deficiencies. The findings are discussed in terms of the business context, their relationship to Orlikowski's research on technological frames and organizational change, and their contribution to the broader literature on technological and organizational change and KM practices. The main conclusion is that the management of cognitive frames is critical in mediating the social and technological aspects of IT-enabled business solutions. Several conceptual prototypes for further research and business application are described. These include a comprehensive KM framework, a change/implementation process model, and an integrated cognitive-frames schema. / 2031-01-02

This thesis aims to go beyond the concept of so called ‘virtual museums’. In this work I will attempt to trace a new definition of the term ‘virtual museum’ providing the concept with renewed dignity, comparable to ICOM’S definitions of museums and other existing definitions of the concept. To do so the main part of this thesis is about creating a meta-model of taxonomy capable of including all the experimentations that have taken place in the field of ‘virtual museums’ in the last 20 years. In this direction I have investigated the concept of the museum as a medium as described by McLuhan and other thinkers, both within and outside the field of museology. The discovery of an unabridged work by McLuhan on technology in museums endorses, and opens a discussion on how technology is intended to be used for the communication of heritage. Another aim of this thesis is to investigate how museum professionals can deal with the new role of Information Technology in communicating heritage. In this thesis I intend to respond to the need of museum professionals both inside and outside ICOM for definitions and clearer understanding concerning the following questions ‘What is a virtual museum? Can it be comparable with a ‘real’ museum? What different kinds of virtual museums can be discerned in past experimentations? Can they be included in a taxonomy? How does this change the day to day work of museum professionals in accordance with the new technological potential for the communication of heritage?

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / THE PROBLEM: When two modes of teaching of the natural sciences (problem-solving and information-giving) are used both on television and in the classroom, will there be differences in the amount and quality of learning? POPULATION: 36 fifth grade classrooms, randomly selected from cities and towns within 50 miles of the city of Boston, Massachusetts. PROCEDURE: 36 teachers took part in the study. 12 of these were trained in the use of problem-solving methods with the teaching of natural science; 12 were trained in the use of information-giving methods with the teaching of science; and 12 were given no specific training and functioned as a control group. Two television series containing 20 one-half hour programs on the natural sciences were televised by WGBH-TV, Educational Television in Boston, Massachusetts. Ten programs were identical for both series. The other ten programs covered the same content areas, but were different in organizational make-up. Ten series "R" programs stressed the giving of information, ready-made concepts, and generalizations. Ten series "E" programs stressed the postulation o.f problems, time lapses for student response and posing of solutions. Classroom teachers in the two experimental classroom groups were provided with manuals correlated with the two experimental television series of ten programs. Although basic concepts to be covered were identical, one manual stressed the learning of information, the other the solution of problems. Four tests were administered during the experiment: The Otis Self Administering Intelligence Test (Beta Form) to establish distribution of intelligence; a Science Information Test to evaluate the learning of facts; a Science Concept Test to evaluate ability to solve problems; and a Science Reasoning Test to assess ability to reason logically. All tests were administered prior to the initiation of the television series in October 1961. All except the Otis were administered again immediately at the conclusion of the television series in April 1962. The Minnesota Teacher Attitude Inventory was administered in October 1961 to participating teachers as an aid in validation of teacher selection. The experimental design consisted of three groups of 6 classes viewing each television series, and two groups of 6 classes experiencing each of three classroom treatments. RESULTS: There were no statistically significant differences by either television treatment or classroom treatment. There were, however, differences in measured IQ between boys in different groups. Reliabilities of the tests used ranged between .85 and .92. Two significant results should be mentioned: 1) Note-taking in class, although not initially considered as a variable was a significant factor in experimental outcome; and 2) the basic assumptions for the use of difference scores as raw data for analysis of variance proved untenable with data collected for the study and corrections in difference scores for both ceiling and floor effects needed to be made. These corrections of gain scores changed some previously significant results to non-significant results. Approximately 75 per cent of the predictions of the direction of difference of group means by hypothesis were accurate. CONCLUSIONS: In an experiment of this sort, many variables which prejudice outcomes are not fUlly understood. Difference scores as raw data for statistical analyses are subject to distortion. It would seem that inductive problem-solving, is at the least, as effective as information-giving in the learning of natural science by fifth graders. / 2031-01-01

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This dissertation sought to evaluate the potential of a customized, videobased instructional method, the Cultural Video Project (CVP), which was designed to meet the needs of both heritage and non-heritage students learning Korean as a second language in a university setting. The goal of this study was to design and create the CVP, document the implementation of the CVP, and then to assess the effects the CVP had on the area that speakers of English tend to have difficulty with, such as acquisition of honorific systems in Korean. The CVP was a series of short authentic Korean video clips and matching worksheets that the researcher created. The videos were adapted from contemporary Korean broadcasting programs and Korean films. The CVP videos were used during the face-to-face setting classroom meeting sessions as a lesson and after the classroom lesson was over, the videos were available on the school's Internet courseware for students to use for their individual practice and review. Each of the CVP video segments displayed linguistic structures, vocabulary, idiomatic expressions and cultural conventions that were partly addressed in the course's Elementary Korean course materials. The participating professor, Professor Q, helped in selecting the video segments and co-authored the matching worksheets in corporation with the researcher throughout the preparation and implementation period. During the interviews, Professor Q reported changes in her teaching philosophy while creating and implementing the CVP method in her teaching. She reported that the video technology combined with the university's courseware uses created positive impacts on her students' Korean learning experiences such as heightened interest and intense attention that helped to make dynamic and interactive lessons during the classroom meetings. Students reported their responses to the CVP in various forms: Interviews, written self-reports, in-class observation reports, results of the exams and two-forms of standard school course evaluations. The findings reveal that through the CVP practice, students increased their cultural understanding, improved the listening skills, and improved their understanding of language use in a variety of culturally specific social situations. / 2031-01-01

This thesis presents a complete hardware and software system to support the learning process associated with the Great Highland Bagpipe (GHB). A digital bagpipe chanter interface has been developed to enable accurate measurement of the player's nger movements and bag pressure technique, allowing detailed performance data to be captured and analysed using the software components of the system. To address the challenge of learning the diverse array of ornamentation techniques that are a central aspect of Highland piping, a novel algorithm is presented for the recognition and evaluation of a wide range of embellishments performed using the digital chanter. This allows feedback on the player's execution of the ornaments to be generated. The ornament detection facility is also shown to be e ective for automatic transcription of bagpipe notation, and for performance scoring against a ground truth recording in a game interface, Bagpipe Hero. A graphical user interface (GUI) program provides facilities for visualisation, playback and comparison of multiple performances, and for automatic detection and description of piping-speci c ngering and ornamentation errors. The development of the GUI was informed by feedback from expert pipers and a small-scale user study with students. The complete system was tested in a series of studies examining both lesson and solo practice situations. A detailed analysis of these sessions was conducted, and a range of usage patterns was observed in terms of how the system contributed to the di erent learning environments. This work is an example of a digital interface designed to connect to a long established and highly formalised musical style. Through careful consideration of the speci c challenges faced in teaching and learning the bagpipes, this thesis demonstrates how digital technologies can provide a meaningful contribution to even the most conservative cultural traditions.

The design of medical devices has failed to satisfy the needs of resource-limited settings (RLSs). Whether purposefully designed for RSLs or transferred from a high-income country, the resulting devices often misalign with the characteristics of the context and the real needs of users. The challenges of contextualising medical devices in RLSs are widely acknowledged, but research to overcome these issues in practice is lacking. This study focuses on examining and defining the context for medical devices in RLSs. Two perspectives were employed for the study of context of medical devices in RLSs. The first approach, using design expert interviews and a systematic literature review, resulted in a contextual framework with factors relevant for the design, use and deployment of medical devices in RLSs. These factors were categorised in eight groups: public health, industrial, technological, institutional, financial, socio-cultural, geographical or environmental and economic. This approach, however, falls short in understanding the complexities behind these contextual factors. In order to tackle these limitations, the second approach used generative techniques for network mapping and mixed-methods for network analysis. This network approach resulted in the identification of networks surrounding MDs in RLSs, and the roles played by medical devices in these networks. These roles were categorised by type of interaction in six types: wellbeing, affiliation, organisational, clinical practice, cognitive and technical. Three assemblies of entities were also identified that were responsible for ensuring that MDs stay in the network and are available, used, maintained, and ultimately replaced when they fail. From this perspective, the investigation focused on how devices move in the network, change roles and are supported by other actors. In other words, the elements that assemble and allow medical devices to exist and subsist in the networks of care. Complexity and non-reducibility are at the core of this approach. The results from the exercise show that the approach sheds light on interesting and unexpected aspects of the use, adoption or deployment of medical devices in RLSs. However, the approach is abstract and overwhelmingly difficult to grasp in practical research. The approaches are compared and contrasted using an example of a MDs designed for RLSs. The approaches are not seen as competing but as complementary views of context. Their advantages and disadvantages are described, and recommendations are made for their application and improvement. The conclusions from this study contribute to new approaches to exploring the context of use for products in Design research by using, on the one hand, the concept of the collectives---as proposed by the actor-network theory---and, on the other hand, the idea of a holistic contextual framework for product design and development. For the field of global health, this research contributes to improving the design of much-needed technologies as solutions to global challenges.

This thesis presents an investigation of fabrication technologies and electromagnetic characterisation of textile metamaterials in the microwave frequency range. Interdisciplinary in nature, the work bridges textile design practice and electromagnetic engineering. The particular ambition was to explore a number of surface techniques prevalent in the textile design field, and map their suitability for the construction of metatextiles for microwave operation. Two different classes of metatextiles, all-dielectric and dielectric with electrically conductive patterns, were examined. First, five structures of all-dielectric textiles and papers are reported; three textiles with graded embroidered and screen printed patterns, and two papers embellished with regular and irregular laser cut patterns. Permittivities for these materials were measured in a purpose-built test chamber and shown to be similar to permittivity ranges exhibited by solid discrete metamaterial cells previously reported in the scientific literature. Importantly these metatextiles were realised within one textile surface and one fabrication process, bypassing the need to assemble large numbers of isotropic material cells. This reveals the potential for rapid and low-cost manufacture of graded textile materials to produce anisotropic ground plane cloaks. Secondly, three studies are presented that examine the use of electrically conductive patterned textile materials in the design of metatextiles which exhibit negative refractive index over a narrow frequency band. A range of e-textile (electronic textile) fabrication technologies were explored to assess their suitability for prototyping splitring and wire arrays, resonating in a narrow region between 3 - 10 GHz. Designs utilised a repeated unit cell pattern on a two-dimensional textile surface and were subsequently pleated into the required three-dimensional structure. A small negative refractive index was achieved for an embroidered prototype at 4.9 GHz, and two 'printed and plated' prototypes at, 7.5 GHz and 9.5 GHz respectively. In summary the thesis demonstrates a set of guidelines for the fabrication of textile metamaterials for microwave frequencies, derived through a practice-led and interdisciplinary method based on material experimentation.

Drones can be used for several civil applications including search and rescue, coverage, and aerial imaging. Newer applications like construction and delivery of goods are also emerging. Performing tasks as a team of drones is often beneficial but requires coordination through communication. In this thesis, the communication requirements of video streaming drone applications based on existing works are studied. The existing communication technologies are then analyzed to understand if the communication requirements posed by these drone applications can be met by the available technologies. The shortcomings of existing technologies with respect to drone applications are identified and potential requirements for future technologies are suggested. The existing communication and routing protocols including ad-hoc on-demand distance vector (AODV), location-aided routing (LAR), and greedy perimeter stateless routing (GPSR) protocols are studied to identify their limitations in context to the drone networks. An application scenario where a team of drones covers multiple areas of interest is considered, where the drones follow known trajectories and transmit continuous streams of sensed traffic (images or video) to a ground station. A route switching (RS) algorithm is proposed that utilizes both the location and the trajectory information of the drones to schedule and update routes to overcome route discovery and route error overhead. Simulation results show that the RS scheme outperforms LAR and AODV by achieving higher network performance in terms of throughput and delay. Video streaming drone applications such as search and rescue, surveillance, and disaster management, benefit from multicast wireless video streaming to transmit identical data to multiple users. Video multicast streaming using IEEE 802.11 poses challenges of reliability, performance, and fairness under tight delay bounds. Because of the mobility of the video sources and the high data-rate of the videos, the transmission rate should be adapted based on receivers' link conditions. Rate-adaptive video multicast streaming in IEEE 802.11 requires wireless link estimation as well as frequent feedback from multiple receivers. A contribution to this thesis is an application-layer rate-adaptive video multicast streaming framework using an 802.11 ad-hoc network that is applicable when both the sender and the receiver nodes are mobile. The receiver nodes of a multicast group are assigned with roles dynamically based on their link conditions. An application layer video multicast gateway (ALVM-GW) adapts the transmission rate and the video encoding rate based on the received feedback. Role switching between multiple receiver nodes (designated nodes) cater for mobility and rate adaptation addresses the challenges of performance and fairness. The reliability challenge is addressed through re-transmission of lost packets while delays under given bounds are achieved through video encoding rate adaptation. Emulation and experimental results show that the proposed approach outperforms legacy multicast in terms of packet loss and video quality.

Energy demand is on the rise globally due to unchecked factors such as population growth, lifestyle choices, and the industrialization of developing countries. Governments are investing in technologies for efficient and renewable energy in an attempt to secure energy for the future over current dependencies on fossil fuels, but the development costs are high, and the rate of developed technologies is projected to fall far short of meeting global requirements. Overshadowing this growing appetite for energy is the global issue of climate change, igniting the scientific and humanitarian debate over the use of fossil fuels and a need for renewable energy, presenting a societal problem of generating clean, sustainable and secure energy for future generations. As part of understanding how society can make positive changes to daily practices around energy use, many governments have turned to behaviour change, or ‘nudge’ units, that research work on changing energy consumption behaviours. The importance of this is underlined by a focus on reducing end-user energy demand (EUED) by providing contextual energy feedback, interwoven with behaviour change strategies, in both residential and organizational sectors. EUED in large organisations and small-medium enterprises (SMEs) accounts for a significant proportion of a nation’s energy requirements. In Europe, the services sector saw a 34% growth in EUED in the period 1990-2012, with computers and other appliances in the office substantially contributing to this. In the UK, for example, 13% of total energy consumed in 2011-2012 was within the services sector, which accounts for services and business, while the residential sector consumed 30% of total consumption. Given a lack of academic HCI research in the organisational energy intervention space when comparted to domestic, the principle research undertaken in this thesis was to understand employee energy consumption practices and attitudes in the workplace, through a combination of qualitative enquiry and analysis. Additionally, alternative forms of feedback such as aversive stimuli are often ignored in the HCI literature, with favour focused on positive feedback alone as a means for behaviour change. The work in this thesis presents findings on the design implications and considerations that inform the design of in-the-field organisational energy interventions that integrate feedback and antecedent behaviour contingencies. Additionally, research is undertaken in understanding the design of aversive feedback as part of domestic energy interventions. A significant contribution is made to the HCI sustainability literature on understanding the workplace energy intervention design space, and a contribution made on how aversive feedback can in fact be a useful and engaging method for the domestic environment.