Många förskolor har idag tillgång till lärplattor och det har mer eller mindre blivit omöjligt för förskollärare att inte ta ställning till hur de vill arbeta med dessa. Denna studie har belyst olika konstellationer som barn kan arbeta i med lärplattan; med en förskollärare, utan förskollärare i par och på egen hand. Studien undersöker om användandet av lärplattan som medierande verktyg för läs- och skrivutveckling blir annorlunda beroende av vilka förutsättningar förskollärare möjliggör för barnen i förskolans verksamhet. Studiens problemområde är relevant att undersöka då vi tidigare, under bland annat VFU-perioder, stött på uppfattningen att lärplattan ses som en börda istället för ett verktyg för potentiellt lärande. Förskollärare behöver vara medvetna om hur olika konstellationer synliggör innehållet när lärplattan används i verksamheten. Detta har undersökts med utgångspunkt i det sociokulturella perspektivet och med videoobservation som insamlingsmetod. Slutligen diskuteras vilka skillnader som synliggjordes i studien. En slutsats var att förskolläraren kan omedvetet eller medvetet styra en aktivitet med lärplattan till en helt annan riktning än om barnen får arbeta med lärplattan utan en förskollärare. Innehållet i aktiviteterna med lärplattan kan alltså se olika ut beroende på vilka konstellationer barnen befunnit sig i under arbetets gång. Ytterligare en slutsats är att det är av stor betydelse vilken applikation förskollärare väljer att arbeta med, då de ger olika mycket stöd till användaren.

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Informal and incidental use of peer education is common practice, but it has lacked definition in its implementation. Considerable literature is in existence. However, there is a lack of quality evidence on the application and effectiveness of this educational intervention. This study is an analysis of existing data on the intervention peer teaching and learning in clinical education. In the context of this thesis peer teaching and learning is undergraduate health science students teaching and learning from one another in clinical practice settings. The purpose of this study is to increase the theoretical body of knowledge, which informs this educational practice. / A search was conducted of health science and educational electronic databases using the terms peer, clinical education and undergraduate. The set limitations of the search were publication after 1980, English language and research paper. From this thirteen articles met the inclusion criteria, after rigorous critical and quality appraisal. This appraisal was conducted with a tool developed by the researcher that allowed the synthesis of both quantitative and qualitative studies specific to education. The authors of included studies were contacted regarding knowledge of existing articles that had been missed in the initial search. Hand searching of two key journals, Nurse Education Today and The Journal of Nursing Education, produced no further studies. The selected studies were rated according to the National Health and Medical Research Council, 2000 (NHRMC) levels of evidence for guideline development. The results have been collated into a narrative summary. / According to the NHRMC (2000) guidelines the evidence is low, it was accumulated from both quantitative and qualitative studies and is listed, along with the recommendations, in the final chapter of this thesis. This study demonstrated mostly positive outcomes on the effectiveness of peer teaching and learning; it increases students' confidence in clinical practice, enhances learning in the psychomotor, affective and cognitive domains. And evidence exists that it allows for greater student numbers in a clinical practice area. The negative aspects identified included poor student learning particularly if personalities or learning styles were not compatible and a reduction in time spent singularly with the clinical instructor. / Thesis (MNursing)--University of South Australia, 2004.

This thesis illustrates and evaluates a generic adaptive tutoring environment based on the theory of cognitive skill acquisition. The theory concerns acquiring problem-solving abilities in intellectual tasks, and emphasises the learning benefits of providing multiple examples and encouraging students to recognize and study their common structure. The system teaches by presenting side-by-side examples and providing devices to highlight their structural components. The purpose of the design is to assist the process of generalisation and reduce mapping by surface features, allowing students to apply their newly gained knowledge to different sets of problems. The study describes the development of Structural Example-based Adaptive Tutoring System (SEATS), which uses a simple adaptive engine and emphasises the structures of side-by-side examples to encourage students to compare them. / Thesis (PhD)--University of South Australia, 2001

Thesis (MEd)--University of South Australia, 1997

Thesis (M. Sc.)--University of Canterbury, 2007. / Typescript (photocopy). "September 2007." Includes bibliographical references (p. 133-143). Also available via the World Wide Web.

Thesis (Ph.D) -- McMaster University, 1997. / Includes bibliographical references (leaves 113-124). Also available via World Wide Web.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Clare Kosnik. Includes bibliographical references.