South African mathematical teachers are being introduced to the pedagogical tool, Meaning Equivalence Reusable Learning Objects (MERLO) as formative assessment (FA) practised in the senior phase (Grade 8 and 9), to promote and support teachers’ professional growth in using FA practices in the classroom. Cultural-historical activity theory (CHAT) and meta-didactical transposition (MDT) was used to frame the evolution process of teachers’ praxeologies. This study used qualitative participatory action research that encompassed three phases: pre-MERLO participation, MERLO participation and post-MERLO participation phase. The study was conducted in the northeast of Pretoria in Tshwane district in the province of Gauteng. Twelve senior phase mathematics teachers were purposively sampled in six public schools before workshop training. During workshop training, only five teachers participated due to the COVID-19 outbreak. The data collection instrument in my study used pre-and post-interviews, classroom observations, field notes, teachers’ reflective journals, teachers’ lesson plans learners’ workbooks and learners’ worksheets. From the subsequent MERLO participation, the findings revealed that the participating teachers acquired adequate knowledge and skills of meta-didactical praxeologies that allowed them to structure and integrate the lesson plan of teachers’ didactical praxeologies as FA activities into their mathematics classrooms. Furthermore, the teachers revealed that the learners showed more interest and motivation in the lesson. The learners were also actively involved in the lesson, developed a deeper understanding of mathematics content, and showed increased autonomy in learning. This study contributes to introducing the dynamic evolution of teachers’ praxeology of meta-didactical praxeologies and didactical praxeologies to South African mathematics teachers in the senior phase (Grade 8 and 9), in which the teachers used the pedagogical tool MERLO to support FA activities in the mathematics classroom. However, it is important to note that the effectiveness of MERLO participation training processes used in my study is ongoing research with a current focus on teachers’ professional development, with a future view on implementing the pedagogical tool MERLO in South African schools. In addition, the effectiveness of the training could also be used to empower other teachers globally. / Thesis (PhD (Assessment and Quality Assurance))--University of Pretoria, 2021. / UP doctoral research bursary / Science, Mathematics and Technology Education / PhD (Assessment and Quality Assurance) / Restricted

No description available.

No description available.

No description available.

This thesis raises discussion about the importance of repairing, new urban meeting places and the use of artificial intelligence. Using AI as a tool, I have re-visioned rituals around taking care of ourselves and our objects. When we give a lot of value to the repeated habits of repairing ourselves and our objects, they become like rituals to us, containing a deeper meaning in our lives. The physical context of my project is in the Örnsberg industrial area in Stockholm, at the address Instrumentvägen 21. This area was established in 1938 and still now a lot of carpenters and other kind of industries are located there. For this reason it serves as a natural place to build an urban community dedicated for repairing and sharing knowledge.  During my process I have tested new visual artificial intelligence tools that emerged during the past year. I have aimed to find out how we as designers could use AI as a tool to help us in our work and to also find the parts in the process where human intelligence is irreplaceable. Since AI in the current extent is new and there are a lot of questions hanging around it, it is important that us designers try to understand it already now already in its early stages. This thesis is my starting point on that path.

No description available.

No description available.

This project intends to broaden the understanding of site by putting an emphasis on social, affectional and relational conditions. Hoping to begin a discourse on what existing values we as architects and developers bring with us into the future when proposing a design. This is achieved by the development and proposal of a methodology for uncovering, documenting and understanding how a community and its inhabitants relate to a specific place. The project aims to bring the question of social, affectional and relational site analysis to the surface, creating a forum for discussions of methodology and architectural approach relevant to all places going through substantial change. This is facilitated through the production of a workshop-series and an attempted interpretation of its rendered results through application in a drawn proposal for the site.

The Degree project consists of two parts. The first is a tool to make it easier and quicker to visualize 2d drawings in 3d. The second part is an Art Center with workshops and housing, partly designed with the tool.  Peter Märkli speaks of the language of architecture. Which parts exist and how do you combine them?  The tool I’ve created is called Façade-o-bot and is a piece of Grasshopper code for Rhino that makes a 3d model out of 2d drawings of elements of your building.  In a sequence in the movie Memory & Imagination: New Pathways to the Library of Congress Steve Jobs talks about the role of the computer for learning and humans as creators of tools. He talks about an article which argues that the animal on earth that requires the least amount of energy to move is the concord and that humans end up pretty far down the list. That is until you compare with a human on a bicycle, then she easily beats the concord. He describes the computer as a bicycle for the mind.  This project is about bicycles for the architect mind. / Projektet består av två delar. Ett verktyg för att underlätta visualisering av arkitektur och en konsthall med studentlägenheter för konsthantverkare som är formgiven med hjälp av programmet.  Peter Märkli pratar om arkitekturens språk. Vilka är bitarna och hur sitter de ihop. I mitt projekt vill jag utforska det i ett kontext av digitala verktyg. Båda de verktyg som redan finns men också jobba med att utveckla egna. Hur kan man underlätta utformandet och planerandet av byggnader genom att skapa egna digitala verktyg? Jag har jobbat på ett program som jag kallar Fasadobot, en bit Grasshopper-kod som jag har skrivit till Rhino som bygger upp en byggnad i 3d efter en 2d ritning. I en sekvens i filmen Memory & Imagination: New Pathways to the Library of Congress pratar Steve Jobs om datorns roll för inlärning och om människan som en skapare av verktyg. Han berättar att han har läst att det djur på jorden som kräver minst energi för att förflytta sig är concorden och att människan i en sådan lista hamnar ganska långt ner. Tills dess att man jämför en människa på en cykel, då slår hon concorden med lätthet. Han beskriver datorn som “a bicyle for the mind”. Vi använder redan datorn som en cykel för hjärnan, jag är intresserad av hur vi kan göra ännu mer.

This thesis addresses the need for a practical toolkit to facilitate community participation in place visioning workshops, aiding placemakers in driving change in placemaking. By integrating the place visioning pathway into the participatory backcasting framework, the proposed adapted framework for place visioning consists of four activities: (1) Orientation - Define the current challenge of the place, (2) Visioning - Develop a future vision, (3) Backcasting - Propose actions to actualise the vision, and (4) Elaboration - Choose feasible actions to create an action plan. An initial prototype toolkit was developed and tested with placemakers, leading to redesigning of the toolkit to address concerns of complexity, inclusivity, and playfulness. Lastly, the toolkit was iterated into a combination of tools and resources, of which four canvas tools are the main part, along with ideation cards for inspiration, and a handbook for guidance.  This research focused on the convergence of placemaking, visioning, and designerly tools, with the underlying aim of creating resources to support community-based participatory design. The actual implementation of the toolkit in a placemaking case was not realised throughout the process, but the resultant artefact, insights from research, and feedback gathered from its testing could provide a basis for future research of the concept.