This thesis explores the role of modularity for achieving a better adaptation of learning technology to pedagogical requirements. In order to examine the interrelations that occur between pedagogy and computer science, a theoretical framework rooted in both fields is applied. During the twentieth century, the focus of pedagogical research and practice has gone from behaviourism, via cognitivism, to learning theory based on constructivism. Changes in learning objectives and an increasing cognitive complexity of learning tasks are likely to have contributed to this evolvement. This puts new requirements on the design and implementation of pedagogical instruction (instructional design) and its application to learning technology. Using instructional design together with technology requires the pedagogical process to be predetermined, which is partly contradicted by the nature of constructivism. Many constructivist approaches require social interaction and dynamic learning environments that can adapt to changes that are required by different pedagogical approaches. Those requirements have been met using modular approaches for content, i.e., learning objects, implemented in non-modular web-based virtual learning environments (VLE), like learning management systems (LMS). This thesis argues that modularity promotes adaptability and adaptivity, but that the current practice of using learning objects and LMSes is too restricted to fulfill the increasing needs for flexibility. The reasons are that the learning object concept is still too ill-defined to function as a component framework, and there are complex and unsolved issues regarding the representation of pedagogical instructions. This is especially complicated from a constructivist perspective where pedagogical instructions cannot always be assumed to be predetermined, which needs to be encountered for by technology. This thesis contributes to the research field by suggesting a modular approach that includes both digital learning content and VLEs. This was accomplished by suggesting a taxonomy and an abstract model for learning objects, which address both functional and technical properties. Furthermore, six action areas are suggested in order to enhance the technical quality of learning objects. Using the abstract model as a basis, the software architecture of learning objects was addressed in order to separate data, logics and presentation – including the separation of the representation of pedagogical process from the components that implement it. This facilitates the combination of modularity and representation of pedagogical instruction that utilizes machine-processable semantics, enabling the utilization of modularity at composition time as well as at run-time. This approach has resulted in a SOA-based architecture framework that has been used as blueprint for implementing two prototypes of modular VLEs, using different technology platforms. The objective was to verify the taxonomy, the abstract model, and the architecture framework. The experiments have shown that it is possible to incorporate learning content and the VLE into the same modular framework in order to provide the flexibility needed for learning technology to better adapt to changing pedagogical requirements. The experiments have also shown how pedagogical processes benefit from being represented using machine-processable semantics in being able to better utilize the flexibility offered by modularity in keeping the components of the VLE together by representing context and structure. This has been illustrated by adding semantic annotations that were used to dynamically connect pedagogical instruction to annotated learning objects, using machine-processable semantics. / QC 20100903

Research conducted in South Africa indicates that many South African students who register for undergraduate study each year are under-prepared for university education and that many of these English Second Language students also have low levels of reading ability. This has an adverse effect on their chances of academic success. These students very often become part of the "revolving door syndrome". In order to meet the reading needs of students in the 21" century, educators are pressed to develop effective instructional means for teaching strategic reading at tertiary level. In order to help students acquire the strategic reading abilities deemed necessary for a successful academic experience, the Department of English at Potchefstroom University implemented a content-based strategic reading module. This module was offered to students via Varsite (technology-enhanced aspect of the module); a learning content management system developed at Potchefstroom University. This system provides an integrated environment for developing, managing and delivering learning content. The purpose of this study was to: discuss the structure and format of the content-based strategic reading module as developed and implemented for delivery within a distributed learning environment; determine what the reading comprehension and reading strategy use profile of first-year students at Potchefstroom University looks like; determine whether the students in the experimental group, who completed the strategic reading component of the English for Professional Purposes course in a technology-enhanced environment, attained statistically as well as practically significantly higher mean scores on their end-of-semester English, Communication Studies, and TOEFL reading comprehension tests, than did the students in the control group, who were not exposed to the technology-enhanced environment; determine whether the students in the experimental group differed statistically as well as practically significantly from the students in the control group in terms of their reading strategy use; determine the scope of the reading problem among the first-year students participating in this study; identify the strengths and weaknesses in the reading assessment profiles of one efficient and one inefficient student; make recommendations in terms of the reading support needed by these students; identify the factors that can affect first-year English Second Language (ESL) students' acceptance and use of the technology-enhanced component of a strategic reading module offered via mixed mode delivery; determine which factors can be considered as statistically significant predictors of technology acceptance and use by first-year ESL students; and discuss the implications of the above-mentioned results for the designing of technology-enhanced courses as well as the support that should be given to ESL learners who must use the technology. In this study a combined qualitative and quantitative research method was used. A Dominant-Less Dominant design was used. The qualitative research approach was consistent with naturalistic case study methodology. For the quantitative research component a quasi-experimental non-randomised pre-test post-test control group design was used. The participants in this study included the entire population of one hundred and thirty-one students taking the English for Professional Purposes module. The students included speakers of Afrikaans and Setswana. These students majored in Communication Studies and Psychology. Ten paper-and-pencil instruments were used in this study. In addition to the paper-and- pencil instruments, various qualitative data collection methods were also used, namely semi-structured interviews, e-mail messages, informal conversations and the researcher's field notes. The data were analysed by means of descriptive (i.e., means, standard deviations) as well as multivariate statistics (i.e., Pearson product moment correlations; t-tests; factor analyses; and stepwise multiple regression). The results of the study can be summarised as follows: The strategic reading module of the English for Professional Purposes course was designed for mixed mode delivery. The structure and format of the strategic reading module consisted of an interactive study guide, contact sessions, and Varsite (i.e., a learning content management system). The results indicated that the students who received strategic reading instruction in the technology-enhanced environment received both statistically and practically significantly higher marks on three reading comprehension measures than did the students in the control group. This was true for successful students, as well as for those considered to be at-risk. The post-test results indicated that the students in the experimental group used certain strategies statistically (p<0.05), as well as practically significantly (small to large effect sizes), more often than the students in the control group. An analysis of the reading assessment profiles of the students participating in this study indicated that they experienced problems across all aspects of the reading components assessed (vocabulary, fluency, and reading comprehension and reading strategies). An analysis of the successful student's reading assessment profile indicated that his/her profile was far flatter than that of the at-risk student; the successful student had far fewer ups and downs in his/her profile than the at-risk student (i.e., the majority of the successful student's mean reading assessment scores were scattered around or above the norm/guidelines for first-year students). The results of an exploratory factor analysis indicated that computer self-efficacy, ease of use, enjoyment, outcome expectations, usefulness, and quality of resources were major factors affecting ESL students' acceptance and use of the technology-enhanced component of a strategic reading module. In addition, the results of the multiple regression analysis indicated that approximately 71% of the total variance of Varsite acceptance and use was explained by computer self-efficacy, ease of use, enjoyment, and outcome expectations. Usefulness and the quality of the resources also contributed to the total variance, but the contribution was not statistically significant. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2004.

This research achieves two main goals: First it proposes a set of extensions to the existing Opencast Matterhorn lecture video capture system, which should enhance its effectiveness and enable the collection of fine-grained datasets for further research. These extensions allow users to quickly and easily create, find, tag, annotate, and share `clipshows' of their video recorded classes both publicly and privately. Second, the tracking data generated when users create or view the clipshows using these extensions are used to analyze the efficacy of the system.

Research conducted in South Africa indicates that many South African students who register for undergraduate study each year are under-prepared for university education and that many of these English Second Language students also have low levels of reading ability. This has an adverse effect on their chances of academic success. These students very often become part of the "revolving door syndrome". In order to meet the reading needs of students in the 21" century, educators are pressed to develop effective instructional means for teaching strategic reading at tertiary level. In order to help students acquire the strategic reading abilities deemed necessary for a successful academic experience, the Department of English at Potchefstroom University implemented a content-based strategic reading module. This module was offered to students via Varsite (technology-enhanced aspect of the module); a learning content management system developed at Potchefstroom University. This system provides an integrated environment for developing, managing and delivering learning content. The purpose of this study was to: discuss the structure and format of the content-based strategic reading module as developed and implemented for delivery within a distributed learning environment; determine what the reading comprehension and reading strategy use profile of first-year students at Potchefstroom University looks like; determine whether the students in the experimental group, who completed the strategic reading component of the English for Professional Purposes course in a technology-enhanced environment, attained statistically as well as practically significantly higher mean scores on their end-of-semester English, Communication Studies, and TOEFL reading comprehension tests, than did the students in the control group, who were not exposed to the technology-enhanced environment; determine whether the students in the experimental group differed statistically as well as practically significantly from the students in the control group in terms of their reading strategy use; determine the scope of the reading problem among the first-year students participating in this study; identify the strengths and weaknesses in the reading assessment profiles of one efficient and one inefficient student; make recommendations in terms of the reading support needed by these students; identify the factors that can affect first-year English Second Language (ESL) students' acceptance and use of the technology-enhanced component of a strategic reading module offered via mixed mode delivery; determine which factors can be considered as statistically significant predictors of technology acceptance and use by first-year ESL students; and discuss the implications of the above-mentioned results for the designing of technology-enhanced courses as well as the support that should be given to ESL learners who must use the technology. In this study a combined qualitative and quantitative research method was used. A Dominant-Less Dominant design was used. The qualitative research approach was consistent with naturalistic case study methodology. For the quantitative research component a quasi-experimental non-randomised pre-test post-test control group design was used. The participants in this study included the entire population of one hundred and thirty-one students taking the English for Professional Purposes module. The students included speakers of Afrikaans and Setswana. These students majored in Communication Studies and Psychology. Ten paper-and-pencil instruments were used in this study. In addition to the paper-and- pencil instruments, various qualitative data collection methods were also used, namely semi-structured interviews, e-mail messages, informal conversations and the researcher's field notes. The data were analysed by means of descriptive (i.e., means, standard deviations) as well as multivariate statistics (i.e., Pearson product moment correlations; t-tests; factor analyses; and stepwise multiple regression). The results of the study can be summarised as follows: The strategic reading module of the English for Professional Purposes course was designed for mixed mode delivery. The structure and format of the strategic reading module consisted of an interactive study guide, contact sessions, and Varsite (i.e., a learning content management system). The results indicated that the students who received strategic reading instruction in the technology-enhanced environment received both statistically and practically significantly higher marks on three reading comprehension measures than did the students in the control group. This was true for successful students, as well as for those considered to be at-risk. The post-test results indicated that the students in the experimental group used certain strategies statistically (p<0.05), as well as practically significantly (small to large effect sizes), more often than the students in the control group. An analysis of the reading assessment profiles of the students participating in this study indicated that they experienced problems across all aspects of the reading components assessed (vocabulary, fluency, and reading comprehension and reading strategies). An analysis of the successful student's reading assessment profile indicated that his/her profile was far flatter than that of the at-risk student; the successful student had far fewer ups and downs in his/her profile than the at-risk student (i.e., the majority of the successful student's mean reading assessment scores were scattered around or above the norm/guidelines for first-year students). The results of an exploratory factor analysis indicated that computer self-efficacy, ease of use, enjoyment, outcome expectations, usefulness, and quality of resources were major factors affecting ESL students' acceptance and use of the technology-enhanced component of a strategic reading module. In addition, the results of the multiple regression analysis indicated that approximately 71% of the total variance of Varsite acceptance and use was explained by computer self-efficacy, ease of use, enjoyment, and outcome expectations. Usefulness and the quality of the resources also contributed to the total variance, but the contribution was not statistically significant. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2004.

Philosophiae Doctor - PhD / Many teaching and learning practices in higher education, including social work education in South Africa, tend to be characterised by a transmission mode of instruction, whereby knowledge moves from the expert educator to the student. This study investigates the extent to which an authentic learning framework can be used to improve the teaching of meso practice in social work to a class of 80 second-year students at the University of the Witwatersrand, South Africa. A modified version of educational design-based research, was deployed which created a set of guidelines to inform future research and course design. Design-based research includes an iterative process, however, and the four-phased modified version of design-based research used in this study deploys just one roll-out of a redesigned course on meso practice, using the elements of authentic learning (Herrington, Reeves & Oliver, 2010). Phase 1 consisted of a review of the literature on meso practice education and the authentic learning framework. Phase 2 involved an analysis of practical problems identified by six educators and four field instruction supervisors, based on the way they teach and supervise students in the area of meso practice intervention. In Phase 3 the course was implemented and evaluated qualitatively and quantitatively by the student participants and four field instruction supervisors. Phase 4 consisted of a reflection on the entire process, to produce design guidelines using the elements of authentic learning and the inclusion of affect in course design. Mixed-methods research was undertaken, incorporating primarily qualitative data with quantitative data from a survey conducted with the students. Findings from this study have led to an augmented list of authentic learning elements, which includes the use of affect in meso practice and the development of guidelines for educators which have the potential to be relevant and applicable in other courses, contexts and disciplines. / NRF / Pillay, R. (2017). Crafting a meso practice course using elements of authentic learning for undergraduate social work students in South Africa. PhD thesis. University of the Western Cape

This document is a report on an experiment in which mathematical skills were taught to first year university students using the Web as a method of instructional delivery. Special attention was paid to the ability of students from disadvantaged backgrounds to cope with this method of delivery. Overall, the results obtained by students using this method were slightly better than that of students on the equivalent paper-based course. However, students from disadvantaged backgrounds fared marginally worse than those on the paper-based course. The results of these students allow extrapolation to a broader context where Web-based teaching of disadvantaged communities may be used. Definitions for knowledge, information, learning and teaching were developed. These definitions were then used as the foundation for creating the Web pages used in the experiment. / Dissertation (DPhil (Information Science))--University of Pretoria, 2004. / Information Science / unrestricted

Numerosos estudios sobre el aprendizaje evidencian que la tecnología puede aportar importantes cambios en el aula, reduciendo algunos de los problemas asociados al modelo tradicional centrado en el profesor. Si es indudable que las posibilidades de un ordenador personal son múltiples, éstas se incrementan de forma significativa cuando incorporamos, como elemento de la interfaz de usuario, un bolígrafo especial que produce tinta digital, dando nombre a las llamadas ¿tecnologías de tinta digital¿ (pen-based technology). Entre los dispositivos de estas tecnologías destaca la tableta PC, que es un computador portátil convencional cuya pantalla actúa tanto como dispositivo de presentación como de entrada de datos. Estos dispositivos permiten realizar todo tipo de trazos a mano alzada para escribir, dibujar, realizar esquemas y diagramas, producir bocetos, expresar ideas de forma visual, todo ello de forma semejante a como se haría con un bolígrafo y un papel, pero con las ventajas añadidas de los formatos digitales. Si bien la literatura recoge muchas experiencias de uso de estas tecnologías en el ámbito de la educación superior, en general adolecen de una aproximación metodológica que facilite su correcta integración. El objetivo principal de esta tesis consiste en desarrollar una propuesta metodológica que, partiendo de un determinado modelo instructivo, permita guiar a los docentes en la incorporación de las tecnologías de tinta digital, de una manera sistemática. Utilizando el modelo de diseño instructivo ADDIE como referencia, los procedimientos propuestos se basan en el modelado previo mediante mapas conceptuales de los distintos elementos de conocimiento que caracterizan, por un lado, el enfoque instructivo del curso o experiencia formativa y, por otro, las tecnologías que se va a incorporar. El proceso de correspondencia entre dominios se encarga de buscar aquellas relaciones que hacen posible la generación de las recomendaciones de uso de las tecnologías. Esta propuesta ha sido complementada con la introducción de un catálogo de patrones de diseño de tinta digital que, actuando como mecanismos mediadores, resumen lo que desde nuestra experiencia consideramos buenas prácticas en el uso de estas tecnologías. Nuestra propuesta metodológica ha sido evaluada mediante la participación de sus principales destinatarios, profesores y alumnos. Los resultados obtenidos tanto en los numerosos talleres a profesores, como en las experiencias de aula en grupos convencionales, han probado que dichas propuestas pueden ser una forma efectiva de integrar las tecnologías de tinta digital en los procesos formativos. / Benlloch Dualde, JV. (2014). Propuesta metodológica para el uso de las tecnologías de tinta digital en los procesos formativos del ámbito de la educación superior [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/38250 / TESIS

In our rapidly developing society, companies and education have to continuously reflect upon their ways of working in order learn and improve. Learning within organizations can be measured by studying behavioral change, and research has shown that behavioral change can be achieved with technology enhanced interventions and coaching. The purpose of this study is to explore how the participants perceive a behavioral change process when it is matched with technology, what aspects of the process that effect the participants’ learning and behavior, and to find a technological solution which enables coaching for behavioral change. This has been done by a user-centered designed process where the participants used surveys to assess their behavior and attitudes. The data collected was then used as basis for coaching, reflection and feedback. In conclusion, this study showed a perceived change in behavior due to reflection and increased transparency into the change process, both facilitated by the technology added to the process. / I vårt snabba utvecklingssamhälle måste företag och utbildning ständigt reflektera över sitt arbetssätt för att lära sig och utvecklas. Lärande inom organisationer kan mätas genom att studera förändringar i beteende, och forskning har visat att beteendeförändring kan åstadkommas med teknikförstärkta interventioner och coaching. Syftet med denna studie är att undersöka hur deltagarna uppfattar en process för beteendeförändring när den matchas med teknik, vilka aspekter av processen som påverkar deltagarnas lärande och beteende, samt att hitta en teknisk lösning som möjliggör coaching för beteendeförändring. Detta har gjorts genom en användarcentrerad designprocess där deltagarna använde enkäter för att skatta sina beteende och attityder. Den data som samlades in användes sedan för coaching, reflektion och återkoppling. Sammanfattningsvis visade studien en upplevd beteendeförändring på grund av reflektion och ökad transparens i förändringsarbetet, vilka underlättades av teknikförstärkningen.

京都大学 / 新制・課程博士 / 博士(情報学) / 甲第24735号 / 情博第823号 / 新制||情||138(附属図書館) / 京都大学大学院情報学研究科社会情報学専攻 / (主査)教授 緒方 広明, 教授 伊藤 孝行, 教授 吉川 正俊 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DGAM

Understanding math is an important part of school, yet it is a common source of anxiety as many children find the subject difficult to grasp. One approach to encourage children to learn math is to implement game elements (gamification) in technology-enhanced learning (TEL) systems. However, designers must consider what motivates children to use such systems to better encourage them to learn. Therefore, the aim of this paper was to investigate how gamification can be implemented in the design of a mobile TEL application, in this case the Albert application, to motivate children to learn math. This was researched by designing a concept focusing on avatars for Albert and letting users between the ages of 10 and 12 evaluate it. The design process followed the Double Diamond model, and the game elements were designed according to three core drives from the Octalysis framework. The results showed that children who like math are more likely to become motivated by the presented gamification concept than the children who have a more negative attitude towards math. As a conclusion, one can motivate children to learn math using a TEL platform by including avatarism as a form of gamification. / Att förstå matte är en viktig del av skolgången, samtidigt kan det ofta vara ångestframkallande för barn som anser att ämnet är svårt att greppa. Ett sätt att uppmuntra barn att lära sig matte är att implementera spelelement i så kallade ”Technology-Enhanced Learning” (TEL)-system. Dock måste designers ha i åtanke vad som motiverar barn att använda sådana system för att bättre kunna uppmuntra dem att lära sig matte. Målet med denna uppsats var därför att undersöka huruvida spelelement kan implementeras i designen av en mobil TEL-applikation, i vårt fall Albertapplikationen, för att motivera barn att lära sig matte. Detta undersöktes genom att designa att koncept fokuserat på avatarer för Albert, och låta användare mellan åldrarna 10 och 12 utvärdera det. Designprocessen följde Double Diamond-modellen, och spelelementen designades utefter tre ”core drives” från Octalysis-ramverket. Resultaten visade att det är mer sannolikt att barn som gillar matte blir mer motiverade av det presenterade konceptet, än barn som har en mer negativ inställning gentemot ämnet. Vi kunde dra slutsatsen att en kan motivera barn att lära sig matte genom att inkludera avatarism i en TEL-applikation.