Redesigning and restructuring CSE-110 based on interactive learning pedagogy

This thesis report is submitted in partial fulfillment of the requirements for the degree of Bachelor of Science in Computer Science and Engineering, 2007.Cataloged from PDF version of thesis report.Includes bibliographical references (page 26).Education involves two primary components: teaching and learning. To assess the quality of education, both of these aspects require examination. This thesis paper is the experimental methods of examining to determine the quality standards in education of the freshman Computer Science and Computer Science & Engineering course, CSE-110 that is a programming language. This pedagogy is student-directed, provides incentive and feedback during the learning process, and encourages the experiential development of a number of skills, including team-work, finding and digesting information, peer teaching (teach to others) and reflecting on the learning process. So our goal is to formulate a design of a traditional learning system that can encourage the accumulation of subject knowledge which is perceived to be relevant and that is digested or compiled and organized.Samera AfrogeB. Computer Science and Engineerin

Designing hybridization: alternative education strategies for fostering innovation in communication design for the territory

Within the broad context of design studies, Communication Design for the Territory stands as a hybrid discipline constantly interfacing with other fields of knowledge. It assumes the territorial theme as its specific dimension, aiming to generate communication systems capable of reading the stratifications of places. From an educational perspective, teaching activities are closely linked to research and can take on different levels of complexity: from the various forms of cartographic translation to the design of sophisticated transmedia digital systems. In the wake of COVID-19, this discipline has come to terms with a profoundly changed scenario in terms of limited access to the physical space and the emergence of new technologies for remote access. In this unique context, we propose a pedagogical strategy that focuses on the hybridization of communication artifacts with the aim of fostering design experimentation. As a creative tool, hybridization leads to the design of innovative systems by strategically combining the characteristics of different artifacts to achieve specific communication goals. By experimenting with these creative strategies, students are led to critically reflect on existing communication artifacts’ features and explore original designs that deliberately combine different media, contents, and communication languages in innovative ways. Through hybridization, the methods for territorial knowledge production appear more effective, effectively combining the skills and knowledge embodied in multiple subject areas. The paper presents the experience developed in the teaching laboratories of the DCxT (Communication Design for the Territory) research group of the Design Department of Politecnico di Milano. The teaching experience highlights how hybridization strategies can increase the effectiveness in learning about territorial specificities, in acquiring critical knowledge about communication systems, and in developing innovation strategies that allow to influence the evolution of traditional communication models

The Whitworthian 1997-1998

The Whitworthian student newspaper, September 1997-May 1998.https://digitalcommons.whitworth.edu/whitworthian/1081/thumbnail.jp

Contributions to the Development of eLearning – Possibilities to Convert Teaching Activities and Materials into an Electronic Form

Predmet istraživanja  disertacije  je  prikaz  koncepata  elektronskog učenja,  opis  potrebe,  motivacije  i  metodologije  za  obradu  i  konverziju postojećih  tradicionalnih  nastavnih  materijala,  bez  obzira  na  fizički  oblik  i sadržaj,  u  savremene  i  aktuelne  elektronske  didaktičke  objekte  (learning objects).  Ideja je da  oni  budu kreirani tako da mogu  biti  korišćeni,  ako  je moguće i više puta, u sistemima za podršku elektronskom učenju.  Drugi osnovni predmet istraživanja je opis, definisanje  i praktična provera metodologije  za razvoj saradničkih i komunikacionih veština  studenata. Pri prelazu iz učionice u oblast elektronskog učenja  one se  zamenjuju elektronskim aktivnostima,  standardnim  i uobičajenim  delom  sistema za elektronsko  učenje.  Analizirana  je  primena klasičnih aktivnosti  Web  2.0 tehnologije: foruma, chat-sistema, Wiki i blog tehnologije,  kao i metodologije za on-line zadavanje, rešavanje, pregledanje  i ocenjivanje individualnih i timskih zadataka. Konačno,  data  je  sistematizacija  metodologija  upotrebe  elektronskih  nastavnih materijala i načini opisivanja meta-modelom. Prikazani su neki od postojećih alata za upotrebu u elektronskom učenju, a  predložen  je  model i potencijalno korisni  alati  za  automatizaciju  procesa  konverzije  nastavnih  materijala  koji  bi olakšali korišćenje u sistemima za podršku elektronskom učenju.The research topic involves description of eLearning concepts, depiction of need, motivation and methodology for processing and conversion of existing traditional teaching materials, regardless of their physical form and content, into contemporary and up-to-date electronic teaching material, learning objects. The idea is that these learning objects are created  in such a way that they can be used, if possible also reused, in some of the learning management systems. The other primary research topic is the description, definition and practical testing of methodologies for the development of collaborative and communicative skills with students. Those skills are,  as a part of the transfer from the classroom to  the field of eLearning, substituted with electronic activities which are the standard and usual part of learning management systems. Within the thesis, application of typical activities of  so-called Web 2.0 technologies: forums, chat-systems, Wiki and blog technology, but also methodologies for on-line assigning, solving, audit, and assessment of  individual and team assignments. Finally,  systematization of various methodologies of digital teaching material use is presented, together with the methods of their depiction by meta-model. Examples of  currently existing tools  available for eLearning are presented and a model is suggested, together with  the  potentially useful tools that might help in automatization  of a process of  conversion of teaching materials and their use in learning management systems.

1979-1980 Undergraduate Catalog

1979-1980 undergraduate catalog of Morehead State University

Organisational Encounters and Reflexive Undergoings: A Speculative Weaving in Three Transpositions

Assembling threads from psychoanalysis, art (psycho)therapy, and the arts in an interdisciplinary project, I (re)examine the psycho-social role of reflexive art practice in honing sensitivity to the affective dimensions of human situations and experience. Conceptualised as a process of speculative weaving in/through three transpositions, my research follows the intertwining dialogues and entanglements as I traverse institutional boundaries in healthcare and academia, unmaking, making, and remaking a body of work. In the first transposition, I cross disciplinary boundaries, unmaking previous practices to open spaces for learning through experience. In the second transposition, I assemble frames through which to observe and experience a healthcare setting and myself therein. Weaving in approaches from psychoanalysis and art (psycho)therapy I move attention to the site of making as a multi-layered response to the research situation. In the third transposition, I remake the residual ‘body’ of work – deepening my understanding of it as I (re)situate, (re)present, and (re)perform it in settings that bridge art, healthcare, and academia. Challenging traditional relations between researcher and researched, I amplify the psycho-social presence of the ‘body’ as different audiences are implicated in the meaning-making process through receiving, handling, and response. Viewed as a space for imaginative encounter and performative enactment, emergent threads indicate the speculative, entangled, and affective nature of the research process, and an ethics of responsibility, attention, and care for/of the body. Understanding emerges through the transpositional work of moving, (re)assembling, and (re)configuring diverse practices and materials, the interweaving of dialogues, and the negotiation of tensions and resistances encountered at the borders between domains. While ‘things’ are made and documented along the way, the emphasis moves to making as undergoing – conceptualised as a process of ‘speculative weaving’. Implicit in this process is ‘time’ and a capacity to endure and sustain the slow, messy, material, affective, and emotional ‘work’ bound into unmaking, making, and remaking, through which insights are gained. Claiming a position in the broad area of reflective practice(s) the ‘work’ of art amplifies both the significance of ‘transference’ as a method of reflexive enquiry, and the voices of ambivalence and embarrassment which resist moves towards exclusivity, absolutes, and certainties, and foreground the tensions arising in the spaces between disciplines. As a site for reflexivity through which one may be pressed to notice and feel more acutely, the research value lies in the capacity of this method to embrace complex relationalities, engage our imaginative, emotional, and ethical sensibilities, and affectively (re)sensitise practitioners and researchers across arts and/in healthcare and the humanities in ways that may not emerge through more traditional approaches to reflective/reflexive practice(s)

2007 Bluestone

The Bluestone is the yearbook of James Madison University.https://commons.lib.jmu.edu/allyearbooks/1100/thumbnail.jp