The study proposed an evidence-based framework for designing and evaluating organisational learning and knowledge management processes to support continuously improving intentions of organisations such as hospitals. It demarcates the extant approaches to organisational learning including supporting technology into ‘rationalist’ and ‘emergent’ schools which utilise the dichotomy between the traditional healthcare managers’ roles and clinicians’ roles, and maintains that they are exclusively inadequate to accomplish transformative growth intentions, such as continuously improving patient care. The possibility of balancing the two schools for effective organisational learning design is not straightforward, and fails; because the balanced-view school is theoretically orientated and lack practical design to resolve power tensions entrenched in organisational structures. Prior attempts to address the organisational learning and knowledge management design and evaluation problematics in actuality have situated in the interpretivist traditions, only focusing on explanations of meanings. Critically, this is uncritical of power relations and orthodox practices. The theory of deferred action is applied in the context of critical research methods and methodology to expose the motivations behind the established organisational learning and knowledge management practices of Komfo Anokye Teaching Hospital (KATH) which assumed rationality design conceptions. Ethnographic data was obtained and interpreted with combined critical hermeneutics and narrative analyses to question the extent of healthcare learning and knowledge management systems failures and unveil the unheard voices as force for change. The study makes many contributions to knowledge but the key ones are: (i) Practically, the participants accepted the study as a catalyst for (re)-designing healthcare learning and knowledge management systems to typify the acceptance of the theory of deferred action in practice; (ii) theoretically, the cohered emergent transformation (CET) model was developed from the theory of deferred action and validated with empirical data to explain how to plan strategically to achieve transformative growth objectives; and (iii) methodologically, the sense-making of the ethnographic data was explored with the combined critical hermeneutics and critical narrative analyses, the data interpretation lens from the critical theory and qualitative pluralism positions, to elucidate how the unheard emergent voices could bring change to the existing KATH learning and knowledge management processes for improved patient care.

Dissertation submitted in fulfilment of the requirements for the degree of Master of Information Technologyin the Department of Information Technology in the Faculty of Informatics and Design Cape Peninsula University of Technology / Learning computer programming can be fun, challenging and improve problem solving which is a useful ability in general. A teaching-learning environment with a strong emphasis on problem solving promotes social behaviour and discloses the personal benefits that individuals working in almost any Information Technology position can get from programming knowledge. This research project is looking at the challenges experienced by novice programmers and the negative effect it has on the student and the university. This study will address the knowledge and skills needs of programming students and the challenges for students and educators to evolve from traditional to technology-supported teaching and learning. Computer programming is a cognitively challenging subject and good instructional strategies are important in providing the student with optimal learner support. Novice programmers often struggle to understand how a computer executes a program, which impacts negatively on the delivery of the subject and throughput rates. The majority of first year Information Technology students at Cape Peninsula University of Technology are novice programmers and lack strong logic and reasoning as well as other Information Technology skills that can facilitate their interpretation and application of key concepts in programming. These challenges and negative impact on the academic development of programming students have therefore forced the researcher to investigate innovative teaching strategies and/or instructional technologies that can facilitate novice programmers in learning the basic programming concepts. The purpose of this on-going study is to enhance the traditional method of teaching and the understanding of the problems experienced by novice programmers. This study attempts to respond to the question of what the tentative design principles of instructional technology are that can be used to facilitate novice programmers’ understanding of programming concepts. A mix methodology was considered but at the end a qualitative approach was employed. Multiple sources of data gathering, which include participant observations, video recording, a questionnaire, and document analysis, were used as research instruments. The findings, relative to providing a basis for finding a mechanism to help our first year students to cope with the abstract concepts of programming, reflected the literature review. Other key findings included:  Students have little or no prior computer or programming experience  Student population is diverse in terms of computer skills and programming knowledge  Visualization will help reduce the difficulties in writing programs The overall outcomes of this study suggest that:  Good programming examples that include games should be used  Students must be given the opportunity to be more active in their learning.  Computerized assistants should be provided for novice programmers  A visualization tool similar to Scratch should be considered  A basic background in Mathematics is recommended

Movement-based interactive systems for play came into the spotlight over a decade ago, and were met with enthusiasm by the general public as well as the Human-Computer Interaction research community. Yet a decade of research and practice has not fully addressed the challenge of designing for the moving body and play. This thesis argues that often, the role of the technology to sustain the play activity, and to drive the design process, has been over-emphasized, and has resulted in limited design possibilities. This thesis explores an alternative design approach to address the problem through combining the design of the technology with designing aspects of the social and spatial context where the play activity takes place. The work is grounded in an embodied perspective of experience, action, and design. Methodologically, it belongs to the Research through Design tradition (RtD). A core concept and a characterization of design practices are presented as key contributions. The concept of embodied core mechanics is introduced to frame desirable and repeatable movement-based play actions, paying attention to the way these are supported by design resources including rules, physical and digital artifacts, and the physical and spatial arrangement of players and artifacts. The concept was developed during the two main design cases: the Oriboo case, targeting dance games for children, and the PhySeEar case, targeting rehabilitative therapy for the elderly. It was further substantiated in subsequent external design collaborations. To support the design process, this thesis presents embodied sketching: a set of ideation design practices that leverage the embodied experience and enable designers to scrutinize the desired embodied experience early in the design process. Three forms of embodied sketching are presented: embodied sketching for bodystorming, co-designing with users, and sensitizing designers. Through reframing the design task as one of designing and studying embodied core mechanics, this thesis establishes an alternative approach to design for movement-based play in which significant aspects of the embodied play experience, lead, drive, and shape the design process and the design of the technology.

Researchers have shown that vocabulary development is a challenge for English Language Learners (ELLs) as they are less prepared to use contextual and linguistic clues to decode unfamiliar vocabulary. Beginning in the upper elementary grades, reading in content areas becomes lengthier and more complex. Technology-supported vocabulary instruction to teach social studies to ELLs is a relatively new concept in the 5th grade classroom. The purpose of this comparative study was to assess the vocabulary and reading comprehension outcomes of ELLs in the content area of 5th grade social studies when taught using technology-supported versus traditional textbook instruction. Mayer's cognitive theory of multimedia learning provided the theoretical foundation for the study. A quasi-­experimental approach with a nonequivalent pretest and posttest comparison group design was used. All 99 5th grade ELL students at an elementary school in the southeastern United States served as the study sample. Pre-existing classroom groups were taught using technology-supported or traditional textbook instruction. Instructional groups' vocabulary test scores were compared using ANCOVA with pretest social studies vocabulary scores serving as the covariate. Results revealed that 5th grade ELL students in the technology-supported instruction group scored significantly higher on the social studies vocabulary posttest as compared to the traditional textbook instruction group. The findings of this study suggest that technology-supported instruction in social studies is an effective teaching approach for ELL students at the 5th grade level. This study could be used to guide future research in the areas of ELL language acquisition, content area learning and comprehension, and equitable instruction for all students.

In der heutigen von zunehmender Digitalisierung, Dynamisierung und Flexibilisierung geprägten Wissensgesellschaft gilt lebenslanges Lernen als unverzichtbar. Folglich ist insbesondere die Erwachsenenbildung gefordert, Selbststeuerung in Lernprozessen zu ermöglichen, um dadurch die erforderlichen Kompetenzen für lebenslanges Lernen zu fördern (Arnold, Gomez Tutor, & Kammerer, 2003). Dabei wird technologieunterstütztes Lernen oftmals als idealtypische Form zur Realisierung von Selbststeuerung im Lernprozess angesehen (Euler, 2004; Pieschl, Stahl, & Bromme, 2008) und mitunter sogar mit selbstgesteuertem Lernen gleichgesetzt (BMBF, 2016; Nacke & Neumann, 2002; Schoell & Passens, 1999), ohne dass eine hinreichend wissenschaftlich fundierte Begründung des vermeintlich offensichtlichen Zusammenhangs zwischen technologieunterstütztem Lernen und Selbststeuerung angeführt wird. [Aus der Einleitung.]

Die kontinuierliche Verbreitung digitaler Technologien beeinflusst das deutsche Bildungssystem und dabei in zunehmenden Maße auch die berufliche Weiterbildung. Dies gilt zum einen für den eigenständigen (informellen) Wissenserwerb außerhalb von Bildungsinstitutionen (Schmid, Goertz, & Behrens, 2017), für den insbesondere die rasante Ausbreitung des Internets vielfältige Möglichkeiten geschaffen hat. Zum anderen halten Medien auch in die institutionalisierte (formale) Erwachsenenbildung zunehmend Einzug (Kollar & Fischer, 2018). Ihr Einfluss wirkt auf drei Ebenen (von Hippel & Freide, 2018): Auf der Organisationsebene verändern sich Verwaltungs-, Angebotsplanungs- und Marketingprozesse (Stang, 2003), auf der Lehr- bzw. Lernebene ergeben sich Möglichkeiten zur didaktischen Integration von Medien in Weiterbildungsangebote (de Witt & Czerwionka, 2013), und auf der Gegenstandsebene kann Medienerziehung zum Inhalt solcher Angebote werden (Spanhel, 2011). Vor diesem Hintergrund stellt die zunehmende Digitalisierung auf allen drei Ebenen, etwa in Bezug auf die infrastrukturellen Erfordernisse oder die didaktische Modernisierung von Weiterbildungsangeboten, neue Anforderungen an Weiterbildungseinrichtungen (Bitkom, 2018; Faulstich, 2018; Wuppertaler Kreis, 2018). In den vergangenen Jahren haben sich zahlreiche Studien mit der Fragestellung auseinandergesetzt, inwieweit Weiterbildungseinrichtungen diese bereits erfüllen (z. B. Gensicke et al., 2016; Kirchgeorg, Pfeil, Georgi, Horndasch & Wisbauer, 2018). Dabei wurden insbesondere Betriebe und privat finanzierte Weiterbildungsinstitutionen betrachtet, wohingegen vor allem der Status Quo des digitalisierten Lehrens und Lernens bei nicht privat finanzierten Weiterbildungsanbietern (z. B. Volkshochschulen) zuletzt kaum empirisch untersucht wurde. Hier setzt der vorliegende Beitrag an und analysiert exemplarisch an zwei Weiterbildungseinrichtungen die Verbreitung technologieunterstützten Lernens. [... aus Punkt 1]

Die technikgestützte Rehabilitation wird im Rahmen der Schlaganfallbehandlung als therapeutisches Verfahren zur Wiedererlangung der motorischen Bewegungsfähigkeit oberer Extremitäten eingesetzt. Zudem wächst durch die Digitalisierung des Alltags und den demographischen Wandel das Forschungsinteresse an telerehabilitativen Behandlungskonzepten, die die Schlaganfallversorgung durch den Einsatz von Informations- und Kommunikationstechnologien ergänzt sowie erweitert. Dabei wird das Ziel verfolgt, einen dauerhaften und nachhaltigen Therapieerfolg zu ermöglichen. Durch die Möglichkeit zur Vernetzung der stationären sowie ambulanten Rehabilitation mit der Nachsorge soll eine kontinuierliche, über die notwendigen Gesundheitssektoren der Schlaganfallbehandlung hinweg, eine Begleitung der Patient:innen durch die betreuenden Behandler:innen gewährleistet werden. Der erfolgreiche Einsatz entsprechender Therapiesysteme in der Nachsorge verlangt einen benutzerzentrierten Entwicklungsprozess. Ausgangspunkt sollten die von den beteiligten Nutzer:innengruppen gestellten Anforderungen an derartige Systeme sein. Das Ziel der vorliegenden Arbeit besteht darin, auf verschiedene Aspekte des Technikeinsatzes und die damit einhergehende Zufriedenheit sowie Akzeptanz der technikgestützten Schlaganfallrehabilitation und Nachsorge der beteiligten Nutzer:innengruppen einzugehen. Eine Kombination aus drei explorativen Untersuchungen, einer Grundlagenbefragung und zwei empirischen Feldstudien, analysieren abhängige Faktoren des Technikeinsatzes, um entsprechende Auswirkungen auf die Entwicklung und Praxis abzuleiten. Im Rahmen der Grundlagenbefragung werden das Nutzungsverhalten sowie die Nutzungsbereitschaft von Informations- und Kommunikationstechnologien von Schlaganfallpatient:innen und Behandler:innen analysiert. Daraus abgeleitet werden notwendige Ressourcen, die bereitgestellt werden müssen, um technikgestützte Verfahren sowohl in der Rehabilitation als auch Nachsorge zu ermöglichen. Die erste empirische Studie untersucht Veränderungen im Nutzer:innenerleben, der Zufriedenheit und Technikakzeptanz, zwischen zwei Therapiegeräten in der klassischen Versorgung mit zwei experimentellen Therapiesystemen mit visuellem und zum Teil haptischem Feedback. In einer zweiten Feldstudie werden zeitbezogene Veränderungen untersucht, die bei längerfristiger Nutzung über zehn Behandlungseinheiten mit dem Bi-Manu-Interact auftreten können. / Using technically assisted rehabilitation in stroke treatment as a therapeutic procedure to regain motor mobility of upper extremities. In addition, the digitalisation of everyday life and demographic change are increasing research interest in telerehabilitative treatment concepts, which supplement and expand stroke care by using information and communication technologies. The aim is to achieve lasting and sustainable therapeutic success. The possibility of integrating in-patient and out-patient rehabilitation with aftercare is intended to ensure that patients are continuously accompanied by the attending physicians across the necessary health sectors of stroke treatment. The successful use of appropriate therapy systems in aftercare requires a user-centered development process. The starting point should be the requirements placed on such systems by the user groups involved. The aim of the present study is to deal with different aspects of the use of technology and the associated satisfaction as well as acceptance of the technology-supported stroke rehabilitation and aftercare of the participating user groups. A combination of three explorative studies, a basic survey and two empirical field studies analyse dependent factors of the use of technology in order to determine corresponding effects on development and practice. The basic survey analyses the usage behaviour and readiness of stroke patients and therapists to use information and communication technologies. From this, resources are derived to enable technology-supported procedures in rehabilitation and aftercare. The first empirical field study investigates changes in user experience, satisfaction and technology acceptance between two therapy devices in classical care with two experimental therapy systems with visual and partly haptic feedback. The second field study investigates time-related changes that can occur with long-term use of more than ten therapy units with the therapy system "Bi-Manu-Interact".

This study aims to gain deeper insights in digital technology supported teaching in Swedish early childhood education (ECE) settings. Introduction of digital goals in Swedish ECE curriculum obliges preschool teachers to integrate digital technologies into educational practices and calls for a relevant definition and a defined content for this teaching area. By examining teachers’ perspectives, this thesis contributes to obtaining valuable experience-based knowledge that can eventually fill the existing research gap.   In a curriculum context, digital technologies have traditionally been associated with technology as a teaching tool, while digital goals (i.e., training children’s digital competence) redefine technology as a teaching content. However, integrating digital technologies in educational practices is still reported to be a challenge, and preschool teachers demonstrate ambivalent attitudes towards use of digital technologies in play-based pedagogy. Previous research has shown that to embed technologies in preschool practices, teachers need to enhance their technological knowledge, which involves a complex coupling between technical knowledge and pedagogical expertise. In the study, eleven preschool teachers were interviewed. A phenomenographic approach was used to identify and analyze the teachers’ conceptions. As a result, several categories related to digital technology use were discerned in teachers’ descriptions. Teaching situations were identified within both planned and spontaneous activities whilst activities for entertainment, relaxation and staff relief were referred to as mere “media consumption”. Paradoxically, nearly all teachers define digital technology supported teaching as a goal-directed, planned and adult-led activity. However, plenty of examples given by the teachers show that situations originating from spontaneous use of digital technology, particularly tablets, play an essential role in everyday teaching practices. Such a rigid understanding of the teaching concept on a definition level may have a counterproductive effect on ECE task with a traditional focus on child-initiated, spontaneous activities.  Other findings show that various combinations of hard- and software (apps) may offer teachers multiple teaching options. However, lack of time and technical knowledge in one group of teachers is reported to lead to a scarce use of technologies. In most examples, digital technology is described as a teaching tool for training language, science, mathematics, or arts, while technology as a content is seen as a challenging task and focuses mainly on introducing programmable toys. The teachers describe several examples where technology does not align with their didactic intentions. However, tablet with Google Search is the technology that demonstrates both frequent and organic use. Providing immediate answers on the screen, tablets enable to capture children’s spontaneous questions and, at the same time, support teachers’ educational goals. The preschool teachers’ critical observations and didactic value judgements can contribute with a more nuanced view on what a particular digital technology makes possible in a certain teaching situation.   Key words: early childhood education (ECE), preschool, digital technology supported teaching, digital competence, tablet, phenomenography, teachers’ beliefs. / Studiens syfte är att bidra med fördjupad kunskap om undervisning relaterad till digitala tekniker i förskolan. Två uppdrag i den reviderade läroplanen Lpfö18 – undervisningsuppdraget och digitaliseringsuppdraget ­­- innebär att alla förskollärare har ansvar för att organisera undervisning som inkluderar digitala tekniker. Vad som ingår i denna undervisning och hur den ska bedrivas är dock inte självklart. Genom att undersöka förskollärares perspektiv kan studien bidra med att mejsla ut professionskunskap i detta innehållområde och ge viktiga insikter för både praktiken och den fortsatta forskningen.     Den digitala teknikens funktioner i förskolans läroplan formuleras på två skilda kvalitativa sätt: som ett verktyg för att nå ett visst mål eller som ett mål i sig, i syfte att utveckla barns digitala kompetens. Förskolan och digitala tekniker kan beskrivas ha en ”problematisk relation” där många förskollärare fortfarande känner sig oförberedda och tveksamma inför integreringen av digital teknik i lekbaserad pedagogik. Tidigare forskning visar att förskollärare behöver både teknisk och didaktisk kompetens kring användandet av en viss teknik.  Studien utgår från den fenomenografiska ansatsen som ett sätt att närma sig fenomenet undervisning relaterad till digitala tekniker i förskolan och baseras på intervjuer med 11 förskollärare. Flera kategorier har urskilts som representerar hur undervisning och andra aktiviteter relaterade till digitala tekniker beskrivs av förskollärarna på kvalitativt olika sätt.  Undervisningssituationer identifierades inom både planerade och spontana aktiviteter medan underhållande, avkopplande och avlastande aktiviteter uppfattades endast som tidsfördrift och ”konsumtion” av digital teknik. Förskollärares definition av undervisning relaterad till digitala tekniker som en målstyrd, planerad och vuxenledd aktivitet står i stark konstrast till många exempel där det återkommande lyfts spontana aktiviteter. En sådan rigid förståelse av begreppet undervisning i förskolan kan verka kontraproduktivt och bidra till en skolifiering av förskolan.  Ett annat resultat visar att olika kombinationer av hård- och mjukvaror (appar) i olika sammanhang erbjuder varierande, multipla användningsområden i undervisningen. Samtidigt uppges brist på tid och teknisk kunskap orsaka en begränsad användning av teknik i en grupp lärare. Medan digitala tekniker som ett verktyg beskrivs med fördel användas i naturvetenskapliga projekt, skapande och språkarbete, refererar de flesta förskollärare endast till programmerbara robotar som exempel på digitala tekniker som ett mål, vilket endast utgör en del i det arbetet. Studiens resultat visar att digitala tekniker inte alltid lyckas ge stöd åt förskollärarnas didaktiska målsättningar. Samtidigt är datorplatta med sökmotor Google ett exempel på teknik som både används frekvent och organiskt, dvs. i harmoni med barnens idéer och förskollärarens didaktiska intentioner. Med hjälp av sökmotorn får förskollärare och barn en omedelbar tillgång till information vilket skapar ett konstant flöde av barnens spontana frågor och svar från datorplattan som kan läsas eller visas direkt. Studiens resultat innebär att förskollärares observationer och kritiskt didaktiska reflektioner kan ligga till grund för vad som faktiskt blir möjligt att erbjuda barn i undervisning.