With the dominance of the Web in education and English language learning, new literacies have emerged. This thesis is motivated by the assumption that these literacies need to be integrated into the Egyptian pre-service EFL teacher education programmes so that EFL student teachers can cope with the new reality of language teaching/learning. Therefore, the main objective of the present study is to develop a theoretical understanding of the relationship between Web-based new literacies and the teaching of TESOL in a way that supports the possibility of expanding Egyptian pre-service EFL student teachers’ language-related literacy practices by integrating some Web-based new literacies into their education programme, with specific reference to the context of Assiut University College of Education (AUCOE). This requires accomplishing minor objectives represented in: (1) identifying the range of those Web-based new literacies that Egyptian EFL student teachers need in this ICT-dominated age; (2) identifying those Web-based facilities beneficial to them, and why and how they can be beneficial; and (3) generating framework for EFL curriculum design based on both literature and empirical data. To accomplish this, a design-based research (DBR) methodology drawing on a pragmatic epistemology is developed and employed as the main research paradigm informing this design study. Thus, the research design involves a flexible three-stage research framework: (1) the preliminary phase, which acts as a theoretical and empirical foundation for the whole study, and informs a preliminary design framework; it involves reviewing relevant literature and obtaining empirical data through documentary analysis (100 documents), online questionnaire (n=50), and semi-structured interviews (n=19); (2) the prototyping phase that involves two iterations (36 participants in the first iteration, and 30 in the second) conducted in the Egyptian context to test the proposed design framework. Each iteration acts as a micro-cycle of the whole design study, and thus involves its own objectives, learning design, research methodology and procedures (in line with the main DBR methodology), and results; (3) the assessment/reflective phase which, based on the prototyping phase results, presents a final design framework for expanding EFL student teachers’ language-related literacy practices. This has implications for the EFL curriculum design process within the Egyptian context in general, and AUCOE in particular. Results indicate that throughout the two iterations, it has become evident that the process of expanding EFL student teachers’ language-related literacy practices by integrating some Web-based new literacies into the AUCOE pre-service programme is quite feasible once some design principles are considered. Some significant conclusions and educational implications are provided, along with some main contributions to knowledge in TESOL/TEFL, language-learning theory, research methodology, and educational practice as far as the Egyptian context of pre-service EFL teacher education is concerned.

A presente pesquisa propôs o desenvolvimento e a aplicação de um web-GIS interativo alimentado por usuários visando ao mapeamento do risco de inundações por meio da coleta de dados de ameaça, exposição e vulnerabilidade percebidos pela população. Foi também estimado o risco de inundação a partir de uma expressão de indicadores propostos por Mendiondo (2008). As duas metodologias foram aplicadas em sub-bacias urbanas da cidade de São Carlos. Foram realizadas entrevistas com a população da cidade para coletar dados de percepção de risco, enquanto se desenvolvia o web-GIS, para o qual, uma vez terminado, foram transferidos os referidos dados online. O portal se mostrou uma ferramenta de uso simples e confiável. As estimativas de risco calculadas por meio da expressão citada levaram a concluir que as sub-bacias com maior risco de inundação são as dos córregos Tijuco Preto e Medeiros. Entretanto, o risco estimado a partir da análise de percepção evidenciou as sub-bacias Gregório e Santa Maria Madalena como as de maior risco de inundação. As duas ferramentas apresentaram-se valiosas e econômicas para estimativa de risco de inundação em ambiente urbano, podendo constituir ótimos sistemas de apoio à decisão. O webGIS, em particular, é potencialmente útil para informar aos moradores sobre quais são as áreas de risco de inundação na cidade. / This dissertation presents the development and application of an interactive web-GIS in which internet users map flood risk collaboratively by filling up a geotagged form with questions on flood hazard, exposure and vulnerability. Flood risk was also assessed through the use of a set of environmental risk indicators proposed by Mendiondo (2008). The two methodologies were applied to six urban watersheds of the city of São Carlos (State of São Paulo, Brazil). Interviews including questions asked on the web-GIS were carried out in city streets while the portal was being developed. Thus perceived risk data gathered from the interviews was later transferred online onto the web-GIS. The web-GIS proved to be an easy to use and intuitive tool. According to the results of risk calculation obtained with the indicators expression the watersheds with higher flood risk were the Tijuco Preto and Medeiros, which were also the ones with smallest area and higher population density. The results of perceived risk, which was assessed through the analysis of the interviews data, gave evidence that Gregorio and Santa Maria Madalena where the watersheds at higher risk. These watersheds are the two which experience a higher rate of occurrence on a year basis. The two approaches for assessing risk proved to be consistent and relatively inexpensive for the estimate of flood risk in urban areas, with the potential of representing valid decision support systems. The webGIS is a particularly interesting solution as a medium of information to inhabitants on the level of risk to which they are exposed.

<p>There have been calls both from the government and private sector for Higher Education institutions to introduce programmes that produce employable graduates whilst at the same time contributing to the growing economy of the country by addressing the skills shortage. Transformation and intervention committees have since been introduced to follow the extent to which the challenges are being addressed (DOE, 1996 / 1997 / Luescher and Symes, 2003 / Forbes, 2007). Amongst the list of issues that needed urgent address were the skills shortage and underperformance of students particularly university entering students (Daniels, 2007 / De Klerk, 2006 / Cooper, 2001). Research particularly in the South African context, has revealed that contributing to the underperformance of university entering students and shortage of skills are: the legacy of apartheid (forcing certain racial groups to focus on selected areas such as teaching and nursing), the schooling system (resulting in university entering students to struggle), the home language and academic language. Barrell (1998), places stress on language as a contributing factor towards the performance of students. Although not much research has been done on skills shortage, most of the areas with skills shortage require Mathematics, either on a minimum or comprehensive scale. Students who have a strong Mathematics background have proved to perform better compared to students who have a limited or no Mathematics background at all in Grade 12 (Hahn, 1988 / Conners, McCown &amp / Roskos-Ewoldsen, 1998 / Nolan, 2002).The department of Statistics offers an Introductory Statistics (IS) course at first year level. Resources available to enhance student learning include: a problem-solving component with web-based tutorials and students attending lectures three hours per week. The course material and all the necessary information regarding the course including teach yourself problems, useful web-sites and links students can make use of, are all stored under the Knowledge- Environment for Web-based learning (KEWL). Despite all the available information, the students were not performing well and they were not interested in the course. The department regards statistical numeracy as a life skill. The desire of the department is to break down the fear of Statistics and to bring about a perspective change in students&rsquo / mindsets. The study was part of a contribution to ensuring that the department has the best first year students in Statistics in the Western Cape achieving a success rate comparable to the national norm.</p>

本研究旨在探討各種不同種類網路閱讀活動對不同程度學生的回應，進而研究受試者對不同種類網路學習活動對於英文閱讀能力的實際影響。 本研究的實驗對象是十七位台北市信義區一所職業學校的高一學生。在研究初期，研究者以北市職校全民英檢考題之閱讀能力部分測試學生並將他們分出高、中、低三種程度，繼而讓學生接受為期將近四個月不同種類網路閱讀活動訓練。實驗過程中，每項活動後均以各種不同簡單的讀後測驗、練習、筆記或作業來檢視學生利用網路培養閱讀能力之可行性。在學期近結束前，再以另一份北市職校全民英檢考題之閱讀能力測驗題作為本實驗的後測。研究是藉由背景問卷調查以及回饋問卷調查中瞭解不同種類網路閱讀活動對於學生之影響。 本研究採用質與量的分析方法。質的分析涵蓋：（一）實驗對象對於不同種類網路閱讀活動的回應﹔（二）實驗對象應用網路學習對於英文閱讀及網路技巧的影響。量的分析根據SPSS來統計：前後測數值的差異。 根據以上的研究結果發現：（一）學生對於本研究所採用的四種網路閱讀活動（兒童英語學習、網路字彙查詢、網路資料搜尋與設計—WebQuest、教學式的網路會議）感到有趣，尤其是教學式的網路會議﹔（二）網路閱讀活動引起學生主動使用各種不同網路工具來解讀文章內容及找尋有益的英語學習網站﹔（三）經過訓練後，教學成效方面，以高等程度學生進步最多，中等學生次之，低程度學生幾乎看不出進 步。最後，本研究提出一些英文教學上之建議：（一）應選擇有趣、有幫助的網路閱讀活動提升學生的閱讀興趣與閱讀理解能力﹔（二）應藉由網路字典所提供的快速搜尋功能輔助學生找回閱讀英文的信心﹔（三）應盡量利用課後網路閱讀活動，如改良式的網路會議，以提升同儕及師生間的互動並培養自學習慣。希望本研究能提供目前台灣職業學校教師及學生在閱讀教學與學習方面一些啟示與方向。 / This research aims mainly at the effect of different types of web-based reading tasks on different levels of students’ English reading comprehension ability, reading attitude, and motivation. Seventeen vocational high school students were involved in this research. All the participants were given the TVHSGEPT (Taipei Vocational High School General English Proficiency Test) as a pre-test in the beginning of the first semester of the 2005 school year. The participants were then categorized into three proficiency levels—high, middle, and low—based on the scores of the test result. A less than four-month Web-based reading program was then introduced to the participants. During this process, every task was examined through tests, exercises, note taking, or homework to understand the practicality of using web-based tasks to cultivate students’ reading ability. At the end of the semester, another TVHSGEPT was given to the participants as a post-test. However, the research chiefly used background and feedback questionnaires to understand the effects of different web-based reading tasks on the participants. This research adopted both qualitative and quantitative analyses. The qualitative analysis consisted of (1) the students’ responses to different types of web-based reading tasks and (2) the improvement of the participants’ English learning and computer and Web-use skills. By executing SPSS program, the quantitative analysis included the difference of statistical values between the pre-test and post-test. According to the findings, first, the students were interested in the four types of web-based reading tasks (online children’s reading websites, online dictionaries, WebQuest, and modified web conferencing). Second, the web-based reading tasks helped the students to actively find different web-based tools to comprehend reading content and search for new and helpful English-learning websites automatically. Third, high-proficiency students gained the most, then middle-proficiency students; the low-achievers showed very little obvious progress. This research offers some suggestions: first, teachers may select interesting and helpful web-based reading tasks to enhance students’ interest and reading comprehension. Second, through the use of online dictionaries with their quick search functions, students can regain their confidence in learning English. Third, after-school web-based reading tasks such as modified web-conferencing are a good motivator; they also help in cultivating cooperation and relationships among peers and between the teacher and students. In conclusion, this research offers pedagogical implications for vocational high school English teachers who are considering using web-based reading tasks and effective teaching strategies.

<p>There have been calls both from the government and private sector for Higher Education institutions to introduce programmes that produce employable graduates whilst at the same time contributing to the growing economy of the country by addressing the skills shortage. Transformation and intervention committees have since been introduced to follow the extent to which the challenges are being addressed (DOE, 1996 / 1997 / Luescher and Symes, 2003 / Forbes, 2007). Amongst the list of issues that needed urgent address were the skills shortage and underperformance of students particularly university entering students (Daniels, 2007 / De Klerk, 2006 / Cooper, 2001). Research particularly in the South African context, has revealed that contributing to the underperformance of university entering students and shortage of skills are: the legacy of apartheid (forcing certain racial groups to focus on selected areas such as teaching and nursing), the schooling system (resulting in university entering students to struggle), the home language and academic language. Barrell (1998), places stress on language as a contributing factor towards the performance of students. Although not much research has been done on skills shortage, most of the areas with skills shortage require Mathematics, either on a minimum or comprehensive scale. Students who have a strong Mathematics background have proved to perform better compared to students who have a limited or no Mathematics background at all in Grade 12 (Hahn, 1988 / Conners, McCown &amp / Roskos-Ewoldsen, 1998 / Nolan, 2002).The department of Statistics offers an Introductory Statistics (IS) course at first year level. Resources available to enhance student learning include: a problem-solving component with web-based tutorials and students attending lectures three hours per week. The course material and all the necessary information regarding the course including teach yourself problems, useful web-sites and links students can make use of, are all stored under the Knowledge- Environment for Web-based learning (KEWL). Despite all the available information, the students were not performing well and they were not interested in the course. The department regards statistical numeracy as a life skill. The desire of the department is to break down the fear of Statistics and to bring about a perspective change in students&rsquo / mindsets. The study was part of a contribution to ensuring that the department has the best first year students in Statistics in the Western Cape achieving a success rate comparable to the national norm.</p>

Made available in DSpace on 2014-06-11T19:22:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2003-03-28Bitstream added on 2014-06-13T19:27:56Z : No. of bitstreams: 1 ralha_jlfs_me_ia.pdf: 4593338 bytes, checksum: eb5cc0fb4a2864d102a098931929ade3 (MD5) / The idea of this paper is to propose an art study possibility helped by the computer connected to the web, using communication technologies and virtual reality simulation, checking on VRML language as a tool for creation, by simulation, of environments in 3D virtual reality to study some particular art aspects such as the 3D perception and putting together the main results, obtained from many different researches on the usage of VRML and its educational application, aiming to achieve the dimension of this possibility. I intend, as the main objective of the research, to study the VRML language as a support tool to optimize the construction on the art knowlegment. This proposal has, as the idea of an application, the development of a bigger concept comprehension in art's studies and still the learning of arts, on distance learning, through the experiences in art appreciation and sensorial involvement using virtual reality by the VRML language to promote the simulation e reproduction of visual master pieces in virtual reality and so on. This proposal doesn't intend to be an idea on the replacement of teachers and tutors on teaching and learning of virtual arts, quite the opposite, the idea is to offer access to materials in a different way and to a bigger number of people, through the anytime / anywhere possibilities of learning that are available on the distance learning digital technologies by the using of computers connected to the web, called e-learning. Basically, the paper is divided in three parts. 1. To propose the art study couting n the computer, communication techonologies and virtual reality simulation, 2. To research the VRML language as a tool to create the environment in virtual reality to study the 3D representation, and. 3. To put together the results already otained in many researches about the usage of VRML language its educational applicability, to get tlhe dimension of this proposal.

A presente pesquisa propôs o desenvolvimento e a aplicação de um web-GIS interativo alimentado por usuários visando ao mapeamento do risco de inundações por meio da coleta de dados de ameaça, exposição e vulnerabilidade percebidos pela população. Foi também estimado o risco de inundação a partir de uma expressão de indicadores propostos por Mendiondo (2008). As duas metodologias foram aplicadas em sub-bacias urbanas da cidade de São Carlos. Foram realizadas entrevistas com a população da cidade para coletar dados de percepção de risco, enquanto se desenvolvia o web-GIS, para o qual, uma vez terminado, foram transferidos os referidos dados online. O portal se mostrou uma ferramenta de uso simples e confiável. As estimativas de risco calculadas por meio da expressão citada levaram a concluir que as sub-bacias com maior risco de inundação são as dos córregos Tijuco Preto e Medeiros. Entretanto, o risco estimado a partir da análise de percepção evidenciou as sub-bacias Gregório e Santa Maria Madalena como as de maior risco de inundação. As duas ferramentas apresentaram-se valiosas e econômicas para estimativa de risco de inundação em ambiente urbano, podendo constituir ótimos sistemas de apoio à decisão. O webGIS, em particular, é potencialmente útil para informar aos moradores sobre quais são as áreas de risco de inundação na cidade. / This dissertation presents the development and application of an interactive web-GIS in which internet users map flood risk collaboratively by filling up a geotagged form with questions on flood hazard, exposure and vulnerability. Flood risk was also assessed through the use of a set of environmental risk indicators proposed by Mendiondo (2008). The two methodologies were applied to six urban watersheds of the city of São Carlos (State of São Paulo, Brazil). Interviews including questions asked on the web-GIS were carried out in city streets while the portal was being developed. Thus perceived risk data gathered from the interviews was later transferred online onto the web-GIS. The web-GIS proved to be an easy to use and intuitive tool. According to the results of risk calculation obtained with the indicators expression the watersheds with higher flood risk were the Tijuco Preto and Medeiros, which were also the ones with smallest area and higher population density. The results of perceived risk, which was assessed through the analysis of the interviews data, gave evidence that Gregorio and Santa Maria Madalena where the watersheds at higher risk. These watersheds are the two which experience a higher rate of occurrence on a year basis. The two approaches for assessing risk proved to be consistent and relatively inexpensive for the estimate of flood risk in urban areas, with the potential of representing valid decision support systems. The webGIS is a particularly interesting solution as a medium of information to inhabitants on the level of risk to which they are exposed.

Philosophiae Doctor - PhD / There have been calls both from the government and private sector for Higher Education institutions to introduce programmes that produce employable graduates whilst at the same time contributing to the growing economy of the country by addressing the skills shortage. Transformation and intervention committees have since been introduced to follow the extent to which the challenges are being addressed (DOE, 1996; 1997; Luescher and Symes, 2003; Forbes, 2007). Amongst the list of issues that needed urgent address were the skills shortage and underperformance of students particularly university entering students (Daniels, 2007; De Klerk, 2006; Cooper, 2001). Research particularly in the South African context, has revealed that contributing to the underperformance of university entering students and shortage of skills are: the legacy of apartheid (forcing certain racial groups to focus on selected areas such as teaching and nursing), the schooling system (resulting in university entering students to struggle), the home language and academic language. Barrell (1998), places stress on language as a contributing factor towards the performance of students. Although not much research has been done on skills shortage, most of the areas with skills shortage require Mathematics, either on a minimum or comprehensive scale. Students who have a strong Mathematics background have proved to perform better compared to students who have a limited or no Mathematics background at all in Grade 12 (Hahn, 1988; Conners, McCown & Roskos-Ewoldsen, 1998; Nolan, 2002).The department of Statistics offers an Introductory Statistics (IS) course at first year level. Resources available to enhance student learning include: a problem-solving component with web-based tutorials and students attending lectures three hours per week. The course material and all the necessary information regarding the course including teach yourself problems, useful web-sites and links students can make use of, are all stored under the Knowledge- Environment for Web-based learning (KEWL). Despite all the available information, the students were not performing well and they were not interested in the course. The department regards statistical numeracy as a life skill. The desire of the department is to break down the fear of Statistics and to bring about a perspective change in students' mindsets. The study was part of a contribution to ensuring that the department has the best first year students in Statistics in the Western Cape achieving a success rate comparable to the national norm. / South Africa

Within this study, a psycho-educational strategy was designed to promote online safety practices for adolescents living in the northern suburbs of Cape Town. The study made use of a mixed method methodology, including both quantitative and qualitative research. This enabled access to 183 adolescents, as well as gaining more focused and specific insights from adolescent focus groups with a total of eight focus groups. This psycho-educational strategy was designed in the form of an interactive website. The website included information on safety practices pertaining to six areas of online safety. The information was provided in various formats, including videos, clips, slide shows and questionnaires. The six areas which were focused on included cyber bullying, pornography, social networking, online gaming, sharing of personal information and plagiarising and stealing of content. Adolescents were exposed to the website in order to test its usability and its effectiveness as a tool for education regarding online safety. From the literature and findings of the research, it is evident that there is a dire need for age-appropriate and relevant mechanisms to address online safety among adolescents. The present research revealed; through the remarks obtained from focus groups, that adolescents could benefit from the psycho-educational strategy as it created an awareness of the possible harms of the internet; awareness that was previously limited. Specific areas of concern included cyber bullying and the reality that they face regarding this hurtful activity. Adolescents further indicated that they lacked knowledge in areas concerning pornography, plagiarising and sharing of personal information. By creating an awareness regarding possible harms, adolescents are enabled to safeguard themselves from potential harm, and if education is used in future, it can play a preventative role in terms of the negative consequences of online activities. The research indicated that a psycho-educational perspective holds value when addressing online safety. Lastly, the internet as a form of psycho-education was successful as the adolescents accepted and related to this means of education. The psycho-educational strategy is an innovative tool that can be used by schools, parents and educators when engaging with adolescents about online safety. / PhD (Psychology), North-West University, Potchefstroom Campus, 2014

Within this study, a psycho-educational strategy was designed to promote online safety practices for adolescents living in the northern suburbs of Cape Town. The study made use of a mixed method methodology, including both quantitative and qualitative research. This enabled access to 183 adolescents, as well as gaining more focused and specific insights from adolescent focus groups with a total of eight focus groups. This psycho-educational strategy was designed in the form of an interactive website. The website included information on safety practices pertaining to six areas of online safety. The information was provided in various formats, including videos, clips, slide shows and questionnaires. The six areas which were focused on included cyber bullying, pornography, social networking, online gaming, sharing of personal information and plagiarising and stealing of content. Adolescents were exposed to the website in order to test its usability and its effectiveness as a tool for education regarding online safety. From the literature and findings of the research, it is evident that there is a dire need for age-appropriate and relevant mechanisms to address online safety among adolescents. The present research revealed; through the remarks obtained from focus groups, that adolescents could benefit from the psycho-educational strategy as it created an awareness of the possible harms of the internet; awareness that was previously limited. Specific areas of concern included cyber bullying and the reality that they face regarding this hurtful activity. Adolescents further indicated that they lacked knowledge in areas concerning pornography, plagiarising and sharing of personal information. By creating an awareness regarding possible harms, adolescents are enabled to safeguard themselves from potential harm, and if education is used in future, it can play a preventative role in terms of the negative consequences of online activities. The research indicated that a psycho-educational perspective holds value when addressing online safety. Lastly, the internet as a form of psycho-education was successful as the adolescents accepted and related to this means of education. The psycho-educational strategy is an innovative tool that can be used by schools, parents and educators when engaging with adolescents about online safety. / PhD (Psychology), North-West University, Potchefstroom Campus, 2014