Freeform User Interfaces for Graphical Computing

報告番号: 甲15222 ; 学位授与年月日: 2000-03-29 ; 学位の種別: 課程博士 ; 学位の種類: 博士(工学) ; 学位記番号: 博工第4717号 ; 研究科・専攻: 工学系研究科情報工学専

Engaging the 'Xbox generation of learners' in Higher Education

The research project identifies examples of technology used to empower learning of Secondary school pupils that could be used to inform students’ engagement in learning with technology in the Higher Education sector. Research was carried out in five partnership Secondary schools and one associate Secondary school to investigate how pupils learn with technology in lessons and to identify the pedagogy underpinning such learning. Data was collected through individual interviews with pupils, group interviews with members of the schools’ councils, lesson observations, interviews with teachers, pupil surveys, teacher surveys, and a case study of a learning event. In addition, data was collected on students’ learning with technology at the university through group interviews with students and student surveys in the School of Education and Professional Development, and through surveys completed by students across various university departments. University tutors, researchers, academic staff, learning technology advisers, and cross sector partners from the local authority participated in focus group interviews on the challenges facing Higher Education in engaging new generations of students, who have grown up in the digital age, in successful scholarly learning

An Investigation of Teacher Librarians\u27 Use of Interactive Whiteboard Technology for Literacy Instruction

Although school systems have made investments in technology with the intention of raising student scores on state and national tests, improvements in student achievement have not always followed. The purpose of this study was to investigate teacher librarians\u27 use of interactive whiteboards to improve student literacy. This qualitative case study was guided by the theory of social constructivism, wherein individuals learn through interaction with peers and knowledgeable others. The research questions were focused on how teacher librarians integrated multi-literacies and technological skills into pedagogical goals. Data were collected from a 4-member focus group interview, a questionnaire delivered to a subset of 3 teacher librarians, and public documents of the school system. All data were color-coded and analyzed for emergent common themes. The findings indicated that although the teacher librarians used interactive whiteboard technology to teach multiple literacies and technological skills to students and fellow teachers, 2 of the 4 participants did not use all of the interactive whiteboard tools. Based upon the findings, a professional development project was designed to improve educators\u27 technological and multi-literacies skills in the school system. Recommendations include creating a repository of technology rich lesson plans, and expanding collaboration among educators. Increasing multi-literacies and technological skills may lead to positive social change through the enhancement of students\u27 literacy and technology skills at school and for future employment

Developing digital literacy in construction management education: a design thinking led approach

Alongside the digital innovations in AEC (Architectural, Engineering and Construction) practice, are calls for a new type of digital literacy, including a new information-based literacy informed by creativity, critical analysis and the theoretical and practical knowledge of the construction profession. This paper explores the role of design thinking and the promotion of abductive problem situations when developing digital literacies in construction education. The impacts of advanced digital modelling technologies on construction management practices and education are investigated before an examination of design thinking, the role of abductive reasoning and the rise of normative models of design thinking workflows. The paper then explores the role that design thinking can play in the development of new digital literacies in contemporary construction studies. A three-part framework for the implementation of a design thinking approach to construction is presented. The paper closes with a discussion of the importance of models of design thinking for learning and knowledge production, emphasising how construction management education can benefit from them

A Qualitative Descriptive Case Study of Special Education Teachers\u27 Experiences Utilizing Interactive Whiteboards for Students with Autism Spectrum Disorder in Elementary Self-Contained Classrooms

The purpose of this qualitative descriptive case study was to describe the experiences of special education teachers who use Interactive Whiteboards (IWBs) to instruct students diagnosed with autism spectrum disorder (ASD) in elementary self-contained special education classrooms. The theoretical framework for this study includes the persuasive technology theory and the social learning theory. Ten special education teachers from two elementary schools in a suburb of north Georgia will be asked to participate in this study. Data collection included an individual interview, and participant letters, followed by a focus group. Data analysis consisted of categorical aggregation, development of naturalistic generalizations, and development of themes. The methodology for this qualitative study followed the recommendation of Yin (2014) and has four stages: design the case study, conduct the case study, analyze the evidence, and develop the conclusion, recommendations, and implications

A study of search intermediary working notes: implications for IR system design

This paper reports findings from an exploratory study investigating working notes created during encoding and external storage (EES) processes, by human search intermediates using a Boolean information retrieval (JR) system. EES processes have been an important area of research in educational contexts where students create and use notes to facilitate learning. In the context of interactive IR, encoding can be conceptualized as the process of creating working notes to help in the understanding and translating a user's information problem into a search strategy suitable for use with an IR system. External storage is the process of using working notes to facilitate interaction with IR systems. Analysis of 221 sets of working notes created by human search intermediaries revealed extensive use of EES processes and the creation of working notes of textual, numerical and graphical entities. Nearly 70% of recorded working notes were textual/numerical entities, nearly 30% were graphical entities and 0.73% were indiscernible. Segmentation devices were also used in 48% of the working notes. The creation of working notes during EES processes was a fundamental element within the mediated, interactive IR process. Implications for the design of IR interfaces to support users' EES processes and further research is discussed

Survey of Concurrent Engineering Environments and the Application of Best Practices towards the Development of a Multiple Industry, Multiple Domain Environment

This thesis investigates the best practices of fifteen existing Concurrent Engineering Environments (CEE). A CEE is defined as any environment, from physical to virtual, designed to facilitate concurrent engineering with multiple domain experts real time. All existing environments surveyed have been focused on the aerospace industry showing significant reductions in design time and cost. I have identified hardware, software, and peopleware as three major classifications as well as sixteen subcategories with which to compare the different CEEs. The success in reducing time and cost of designs seen in the aerospace industry with the introduction of CEEs can and should be leveraged into additional domains and industries. This thesis explores the attributes of existing environments, the needs of additional industries, and the recommended concurrent engineering environment configuration appropriate for a multi-industry/multi-domain focus

Formal Change Processes and Informal Teacher-Initiated Change Processes: A Longitudinal Case Study of Technology Integration at an Elementary School

Although teachers and students in nearly every classroom have access to technology, for various reasons many teachers are unable to integrate technology successfully into their classroom instruction. The primary purpose of this longitudinal, qualitative case study was to investigate how formal change processes and informal teacher-initiated change processes facilitated technology integration at a small, private school in the southeastern United States. The change processes investigated were (a) formal professional development (b) informal job-embedded professional development, (b) informal communities of practice, and (c) informal teacher leadership. The secondary purpose was to investigate changes in teaching that resulted from technology integration at the study school. The participants were six teachers who taught grades three, four, and five and the principal, all of whom worked at school during the first six years of technology integration, when the data were collected. Interview were collected from teachers in 2008, 2010, and 2011 and from the principal in 2011. All interview data were transcribed and analyzed using the constant comparative method and utilizing the ATLAS.ti coding program. The findings indicated that the change process to integrate technology was initially facilitated by the principal through the formal professional development she made available to teachers. Technology integration was then sustained and driven forward by the informal teacher-initiated change processes. Based on the data from each round of teacher interviews, teachers were located on two scales, the Stages of Concern and the Levels of Use (Hall & Hord, 2006), that gauge progress during a change process. These scales showed steady progress for all six teachers. Positive changes also occurred regarding teaching and learning. The teaching environment transformed from one in which technology was occasionally used to one in which technology was used extensively, students were more engaged, classrooms became student-centered, and teachers could better differentiate learning

Experimental Object-Oriented Modelling

This thesis examines object-oriented modelling in experimental system development. Object-oriented modelling aims at representing concepts and phenomena of a problem domain in terms of classes and objects. Experimental system development seeks active experimentation in a system development project through, e.g., technical prototyping and active user involvement. We introduce and examine "experimental object-oriented modelling" as the intersection of these practices