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Studien har syftat till att undersöka hur den fornnordiska mytologin framtsälls i vissa utvaldafilmer och tv-spel samt hur dessa kan användas i den svenska religionsundervisningen pågymnasiet. För att undersöka detta har sju olika filmer samt två tv-spel analyserats utifrån ettdidaktiskt perspektiv och utifrån teorierna cultural memory och det kommersiellahistoriebruket. Tre intervjuer har även utförts med gymnasielärare i Sverige för att få reda påhur praktiserande lärare ser på populärkultur som ett redskap i undervisningen. Studien visadeatt det finns en del olika filmer och tv-spel som i olika grad går att använda i undervisningen.Det visades även att den traditionella framställningen av de norröna historierna inte alltid börutgås från när medierna analyseras utan att de, på olika sätt, framställer olika varianter av denfornnordiska mytologin.Nyckelord:

Traditional methods of teaching (i.e., didactic reading and lecture) remain the primary way instruction is delivered in construction management (CM) classrooms. This is true despite a growing body of literature promoting more contemporary, student-centered pedagogies that offer improvements over traditional teaching models. One of these is object-based learning (OBL), a student-centered approach that uses digital learning objects (LOs), such as videos, images, animations, mobile apps, and educational games, to facilitate deep and engaging learning experiences. One of the most common types of LO is instructional videos. Over the past quarter century, abundant research has been conducted in the field of computer science to advance the quality and reach of instructional video LOs. In contrast, a relatively small amount of research has been dedicated to understanding them in terms of their pedagogical efficacy. This is especially true for the field of CM. Very little empirical research currently exists at the intersection of CM and OBL. This dissertation examines the ability of supplemental instructional videos (SIVs) — a specific type of instructional video that complements other forms of instruction, including in-person teaching, readings, and group work, to deliver a full learning experience — to improve both the performance and the quality of the learning experience for undergraduate CM students. The first chapter of the dissertation is introductory, providing information about the major themes of the dissertation including construction management education, OBL, SIVs, and flipped classrooms. The second chapter explores the foundational learning theories that support OBL in a flipped CM classroom. A theoretical framework is proposed that can be used by teachers to guide them as they tailor their own approach for using instructional videos. The third chapter presents an interdisciplinary synthesis of best practices for the design and development of SIVs. Using these best practices, I document the production process of SIVs for an undergraduate CM course called Residential Construction Technologies. The fourth and fifth chapters cover a study in which the SIVs I developed were used as teaching aids for pre-class readings in Residential Construction Technologies. Chapter Four centers on a repeated measures experiment that was designed to evaluate the effectiveness of the SIVs at improving student performance. Chapter Five uses surveys and interviews to understand student perceptions of the SIVs. Overall, I found that the SIVs had little measurable effect on improving the student's grades. However, overwhelmingly, the students reported that they valued having the videos, and felt that they helped with their understanding of unfamiliar or complicated course topics. Chapter Six concludes the dissertation with a short synthesis of all chapters and summary of their major themes and findings. / Doctor of Philosophy / Increasingly, teacher-made instructional videos are being used as educational tools in university classrooms. Unfortunately, not much guidance is available to help teachers with this task, and many of the videos being produced today are both low quality and ineffective. This dissertation's purpose is to help teachers find an efficient way to produce effective and appealing instructional videos for their specific learning audiences. Although this work was executed in a construction management (CM) context, teachers in many fields can benefit from the research. The first major accomplishment of the dissertation is an educational framework that teachers can use to incorporate instructional videos in their own curriculums. Next, a collection of the current best-practice guidelines for the design and development of instructional videos was assembled and explained. Using the guidelines for ourselves, I produced twelve short videos on various construction topics to be used in an undergraduate CM course called Residential Construction Technologies. The videos were designed to accompany readings that the students were assigned to complete before coming to class. To understand if the videos were effective teaching aids, I conducted an experiment to measure whether the videos made a difference to the students' grades. Additionally, I asked the students with a survey and interviews to describe how they felt about the videos. Overall, I found that the videos had little impact in improving the student's scores. However, overwhelmingly, the students reported that they valued and appreciated having the videos and they felt that they helped with the reading topics.

O ciberespaço e as innitas possibilidades que se apresentam para nós, professores de losoa no ensino médio, não são panaceias capazes de resolver de uma vez por todas os problemas de insucessos no processo de ensino e da aprendizagem mas, se articulados de modo a deslocar o foco do ensino para a aprendizagem, imputando ao estudante o papel de protagonista de sua narrativa de conhecimento, acreditamos que poderemos enm caminhar rumo a uma educação melhor. Partindo desta constatação e vivenciando na sala de aula nossos fracassos perante uma geração que se comunica o tempo todo, mas que não se comunica com nossos conteúdos, que escreve o tempo todo (por cliques e toques em telas e teclados), mas que não escreve sequer um parágrafo em sala sem reclamar, é que voltamos aos primórdios da losoa, lá onde o diálogo, o debate e a discussão criaram as condições para o surgimento da losoa e, a partir dessa perspectiva, iniciamos uma investigação em busca do desenvolvimento de uma Performance Comunicativa que fosse dinâmica, sistemática e efervescente aos moldes daquela que, na ágora grega, possibilitou o nascimento da polis em um diálogo isonômico, isegórico e parresiástico. Como nossa percepção também captava o uso diuturno de dispositivos transmidiáticos por parte de nossos estudantes, conjecturamos a possibilidade de fazer do ciberespaço uma nova ágora que pudesse servir de antessala para a Performance Comunicativa. Nessa imersão, encontramos teorias que consideravam igualmente tais possibilidades e, dentre estas, fomos particularmente atraídos pelas propostas do Ensino Híbrido, especialmente através do projeto da Sala de Aula Invertida e do resgate de uma tendência que em muito lembrava os embates gregos, a Gamicação. Foi assim que então nos propusemos a pesquisar estes temas e, quando da sua compreensão e apropriação, articulá-los com a denição de losoa que nos balizava. Por esta razão, a presente tese busca reetir sobre o modo de ensinar os estudantes das aulas de losoa do ensino médio do Paraná a desenvolver Performances Comunicativas que, por sua vez, poderiam levá-los à experiência concreta da losoa e do losofar. / The cyberspace and the endless possibilities available for high school philosophy teachers are not just panaceas that could once and for all the problems of failures in the teaching and learning process but, if articulated in order to shift the focus from teaching to learning by imputing to the student the role of protagonist of his own narrative of knowledge, we believe that we could nally move towards a better educational program. Starting from this consideration and also experiencing in the classroom our failures towards a generation that is characterized by being continuously in communication and nevertheless unable to communicate with the school content itself, by writing all the time (through clicks and touches on their devices screens and keyboards) but unwilling to write even a single paragraph as a class activity, is that we head back to the origins of philosophy, to which dialogue, debate and discussion used to create the conditions for the emergence of philosophy. From this perspective, we will conduct an investigation which aims to search for the development of a dynamic, systematic and effervescent Communicative Performance, just like the one that, in the ancient Greek ágora, made possible the birth of the polis within an isonic, isegoric and parresiastic dialogue. As we could also notice a constant use of transmediatical devices by our students, we started to think about the possibility of turning cyberspace into a new agora that could operate as an antechamber for Communicative Performance. In this immersion, we found some other theories that were also considering those possibilities, and among them we were particularly attracted to the Hybrid Teaching proposals, especially through the project of an inverted classroom and by its return to a trend that very much resembled the Greek discussions, the so-called Gamication. In such a manner, we set out to research these subjects and, at the moment we could have a proper understanding and appropriation of it, to articulate them with the denition of philosophy we are based on. For this reason, the present thesis aims to reect on how should we teach the philosophy students of Paranas high school to develop Communicative Performances that could, in its turn, lead them to experience concrete philosophy and philosophizing.

Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module. Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students experienced the same content in a primarily flipped classroom. Students were instructed to watch vodcasts (video podcasts) before in-class case studies but were not held accountable (ie, quizzed) for preclass preparation. Examination questions were identical in both cohorts. Performance on examination questions was compared between the two cohorts using analysis of covariance (ANCOVA), with prior academic performance variables (grade point average [GPA]) as covariates. Assessment. The students who experienced the flipped classroom approach performed poorer on examination questions than the cohort who experienced interactive lecture, with previous GPA used as a covariate. Conclusion. A flipped classroom does not necessarily improve student performance. Further research is needed to determine optimal classroom flipping techniques.

abstract: The purpose of this study was to gain a better understanding of how collaborative language learning activities affected student perceptions of their engagement and language self-efficacy in a communicative, flipped language learning classroom in higher education. The new online platforms accompanying many textbooks now allow students to prepare for classes ahead of time, allowing instructors to use more class time for student engagement in actual language practices. However, there has been little investigation of the effects of this communicative, flipped classroom model on students’ learning processes and outcomes. This mixed methods action research study revealed that the introduction of varied collaborative language learning activities had a positive impact on students’ self-efficacy and engagement as well as provides implications that will be of value to language educators interested in enhancing their use of the communicative, flipped classroom model. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

Flipped classrooms are implemented in more schools each year, particularly in courses requiring increased teacher guidance for mastery. While a foundation of research related to pedagogy and academic outcomes exists, research is limited surrounding student perceptions of the social and learning culture during flipped learning. The purpose of this study was to explore high school math students' lived experiences of flipped learning related to content and instruction, critical thinking, and collaboration and interactions. A phenomenological design was employed using a conceptual framework combining cognitive load theory, sociocultural learning theory, and schema theory. Students from two public high schools in the Midwest participated. Seven students participated in interviews, and nine students participated in two focus group discussions. Data analysis involved in vivo coding of transcribed interviews and focus groups. Key results included students' perceptions of increased engagement and interactions, as well as more in-depth learning in flipped environments. Increased critical thinking was related to both instructional strategies employed and students' ability to self-regulate learning. Concepts of peer collaboration shifted as students viewed learning environments and sources of expertise as more extensive in the flipped environment. This study contributes to positive social change by providing educators and researchers with a deeper understanding of the importance of ensuring students are competent in using social technology tools that encourage students to interact both socially and academically in order to help them become more self-directed learners.

Syftet med studien är att mot bakgrund av ökade digitaliseringen i samhället, öka kunskapen om ett alternativt sätt att genomföra en undervisning vid högskole-/universitetsstudier med hjälp av Flipped Classroom. Studien är en totalstudie genomförd med forskningsstrategin explanatory sequential mixed method. Det innebär att studien i första hand använt kvantitativ metod för att komplettera med kvalitativ metod.  Av resultatet framgår att det förekommer både för- och nackdelar med Flipped Classroom, vilket påverkar studenternas inställning och upplevelse. Flipped Classroom ger studenterna flexibilitet. Det framgår att e-lärande ger flera individer möjligheten att studera vid högre utbildning. Oavsett kön, ålder eller tidigare erfarenhet påverkas upplevelsen till viss del.  Denna studie har genomförts på uppdrag av Institutionen för beteendevetenskap och lärande (IBL) vid Linköpings universitet.  Studiens syfte och frågeställningar avgränsas därmed till det pedagogiska projektet Flipped Classroom som genomförs på tredjeårsstudenter i delkursen HRD: Learning, change and development in organizations vid personal- och arbetsvetenskapliga programmet.

This study is part of a master's research carried out in the Programa de Pós-Graduação em Tecnologias Educacionais em Rede. It presents the results of the investigation on the theoretical-practical conceptual approximation between flipped classroom approach and knowledge and skills of teachers in the context of the Universidade Federal de Santa Maria (UFSM), by means of production and provision of a multimedia courseware on the concept under study. In this teaching approach, the student has contact with the basic information about the study content before class. Thus, the school time is extended to develop practical activities oriented on understanding and problem solving, and to offer personalized guidance. The research proposal was focused on the presentation of the elements that characterize and define flipped classroom to later question the degree of familiarity, applications, and interest of UFSM‘s teachers in this model. The research was justified by the need to promote the dissemination of pedagogical strategies that allow integration between active methodologies and educational technologies in higher education in the era of digital learning. The general objective is to contribute with the innovation of the teaching-learning processes of the university‘s teachers. The study has qualitative, descriptive and exploratory nature and started from the identification of the state of art on the subject, which arose from the bibliographic review. The initial results of the theoretical review indicated that flipped classroom approach allows integration between technologies and active methodologies, providing students with more autonomy about learning, therefore increasing their engagement in class. The research results showed that the model was unknown to most participants, but many of them identified aspects of classroom flip in their teaching practices, albeit only partially. The courseware served the purpose of disseminating basic information about the approach, evidencing that there was an understanding of the presented concepts. As for the training demands, the teachers considered Peer Instruction and Just-in-Time Teaching as the most interesting methodologies to flip their classrooms. On the other hand, interactive digital whiteboard, video and audio editing software, and screencast are the technologies that the teachers showed motivation in learning. Finally, active learning methodologies and hybrid teaching are the themes that most aroused the participants‘ interest on teacher training. / Este estudo faz parte de uma pesquisa de mestrado realizada no Programa de Pós-Graduação em Tecnologias Educacionais em Rede e apresenta os resultados da investigação da aproximação conceitual teórico-prática entre a abordagem da sala de aula invertida e os saberes e fazeres docentes, no contexto da Universidade Federal de Santa Maria (UFSM), mediante a produção e a disponibilização de material didático multimídia instrucional sobre a inversão da sala de aula. Nessa abordagem de ensino, também conhecida como Flipped Classroom, o aluno tem contato com a informação básica sobre o conteúdo de estudo antes da aula. Assim, amplia-se o tempo do espaço escolar para atividades práticas de compreensão e de resolução de problemas e para o atendimento personalizado do aluno. A proposta da pesquisa centrou-se na apresentação dos elementos que caracterizam e que definem a sala de aula invertida para, posteriormente, questionar o grau de familiaridade, de aplicações e de interesse dos docentes da UFSM por esse modelo. A pesquisa justificou-se pela necessidade de promover a divulgação de estratégias pedagógicas que possibilitam a integração de metodologias ativas e de tecnologias educacionais, no ensino superior, na era da aprendizagem digital, tendo por objetivo geral contribuir para a inovação dos processos de ensino-aprendizagem dos docentes da universidade. O estudo, que teve caráter qualitativo, partiu da revisão de literatura para identificar o estado da arte sobre a temática e propôs, como métodos, o estudo descritivo e exploratório. Os resultados iniciais da revisão teórica apontaram que essa abordagem possibilita integrar tecnologias com metodologias ativas, de modo a proporcionar maior autonomia dos alunos sobre a aprendizagem, aumentando o engajamento deles em classe. Os resultados da pesquisa mostraram que o modelo era desconhecido pela maioria dos participantes, mas muitos identificaram aspectos de inversão em suas práticas docentes, ainda que de forma parcial. O material didático instrucional atendeu ao propósito de divulgar informação básica sobre a abordagem, evidenciando que houve compreensão dos conceitos apresentados. Quanto às demandas por formação, as metodologias de maior interesse dos professores para inversão de suas salas de aula foram o Peer Instruction e o Just-in-Time Teaching. Já as tecnologias que os docentes indicaram querer aprender a usar foram: lousa digital interativa, softwares de edição de vídeo/áudio e screencast. Por fim, as temáticas que mais despertaram interesse por formação dos professores foram as metodologias ativas de aprendizagem e o ensino híbrido.