You searched for subject:(Educational software).
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377 total matches.
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University of Nairobi
1.
Songwa, Edith F.
Vom Einsatz Einer Kommunikation slern software Zur Optimierung Der Sprechfertigkeit Im Daf-unterricht in Kamerun
.
Degree: 2016, University of Nairobi
URL: http://hdl.handle.net/11295/98706 
► This study aimed at analysing the inadequate oral competence among the learners of German as a Foreign Language in secondary and high schools in Cameroon,…
(more)
▼ This study aimed at analysing the inadequate oral competence among the learners of German as a Foreign Language in secondary and high schools in Cameroon, and proposes remedial measures in form of a learner software. Upon establishing a deficit in speaking exercises in the schoolbooks, I have chosen in this work to investigate the possibility of compensating this deficit and I have therefore suggested the use of a communication educational software.
For the legitimation of this work I carried out an empirical study using questionnaires, which were filled by both students and German teachers in Cameroon to evaluate the student's speaking competence, the exercises' typology in the schoolbook in regard to the oral competence and the access of the students to technology for the use of the software. After an analysis of the didactic exigence and measures to enhance the speaking skills of the students, I designed and described a concept of a software for improving that deficiency in oral competence, and justified its didactic value.
The research findings confirmed my hypothesis about the insufficiency of communicative exercises in the schoolbook and the limited opportunities for the students to communicate in the German language both in the classroom during the course as well as outside. The continuous exercise in authentic communication situations appears to be a very relevant prerequisite for the development of interaction strategies needed by foreign language learners to deal with their deficit in declarative knowledge. The use of the potential of ICT, Internet further offers the students that opportunity of expressing themselves regularly in real communication and in a friendly environment. The designed software's concept represents with its tools and potential an opportunity to improve the development of speaking competence in the German as a Foreign Language-course in Cameroon by offering them more communication opportunities, flexibility, and facilitate the necessary control by the language teacher.
This concept will be developed later into a real software and tested in some Cameroonian secondary and high schools in a further study.
Key words: oral competence, DaF-course, communication educational software, speaking skill.
Subjects/Keywords: communication educational software
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APA (6th Edition):
Songwa, E. F. (2016). Vom Einsatz Einer Kommunikation slern software Zur Optimierung Der Sprechfertigkeit Im Daf-unterricht in Kamerun
. (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/98706
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Songwa, Edith F. “Vom Einsatz Einer Kommunikation slern software Zur Optimierung Der Sprechfertigkeit Im Daf-unterricht in Kamerun
.” 2016. Thesis, University of Nairobi. Accessed January 17, 2021.
http://hdl.handle.net/11295/98706.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Songwa, Edith F. “Vom Einsatz Einer Kommunikation slern software Zur Optimierung Der Sprechfertigkeit Im Daf-unterricht in Kamerun
.” 2016. Web. 17 Jan 2021.
Vancouver:
Songwa EF. Vom Einsatz Einer Kommunikation slern software Zur Optimierung Der Sprechfertigkeit Im Daf-unterricht in Kamerun
. [Internet] [Thesis]. University of Nairobi; 2016. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/11295/98706.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Songwa EF. Vom Einsatz Einer Kommunikation slern software Zur Optimierung Der Sprechfertigkeit Im Daf-unterricht in Kamerun
. [Thesis]. University of Nairobi; 2016. Available from: http://hdl.handle.net/11295/98706
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
UCLA
2.
Silberman, Peter.
Corny, Lame, and Useful: How Secondary School Faculty Use the Learning Software Odyssey.
Degree: Education, 2013, UCLA
URL: http://www.escholarship.org/uc/item/7s8499pb
► This study investigated how and why secondary school faculty use the learning software, Odyssey. Faculty were asked about their pedagogical beliefs and instructional practices, the…
(more)
▼ This study investigated how and why secondary school faculty use the learning software, Odyssey. Faculty were asked about their pedagogical beliefs and instructional practices, the perceived impact of using the software on student outcomes, and how, if at all, Odyssey-using faculty would change the software to increase utility. Data collection methods included a survey of using and non-using faculty, an instant poll, journal entry, and interviews with seven teachers who had used the software. Data revealed that while overall use at the school was low, users perceived myriad and significant value provided by the software. There was no demonstrated relationship between pedagogical beliefs and Odyssey use, and perceptions on the impact of Odyssey on student outcomes were minimal. In response to questions about how to change or improve the software, faculty suggested three main areas for improvement – technical, pedagogical, and visual.
Subjects/Keywords: Educational technology; Educational administration; Education; Educational Software; Educational Technology; LMS; Odyssey
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APA (6th Edition):
Silberman, P. (2013). Corny, Lame, and Useful: How Secondary School Faculty Use the Learning Software Odyssey. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/7s8499pb
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Silberman, Peter. “Corny, Lame, and Useful: How Secondary School Faculty Use the Learning Software Odyssey.” 2013. Thesis, UCLA. Accessed January 17, 2021.
http://www.escholarship.org/uc/item/7s8499pb.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Silberman, Peter. “Corny, Lame, and Useful: How Secondary School Faculty Use the Learning Software Odyssey.” 2013. Web. 17 Jan 2021.
Vancouver:
Silberman P. Corny, Lame, and Useful: How Secondary School Faculty Use the Learning Software Odyssey. [Internet] [Thesis]. UCLA; 2013. [cited 2021 Jan 17].
Available from: http://www.escholarship.org/uc/item/7s8499pb.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Silberman P. Corny, Lame, and Useful: How Secondary School Faculty Use the Learning Software Odyssey. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/7s8499pb
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Michigan Technological University
3.
Walther, Marissa L.
MatlabTA: A Style Critiquer For Novice Engineering Students.
Degree: MS, Department of Computer Science, 2020, Michigan Technological University
URL: https://digitalcommons.mtu.edu/etdr/981
► Novice programmers, considered to be those who have yet to understand the fundamentals of programming, exist in both engineering and computing fields. Within computing,…
(more)
▼ Novice programmers, considered to be those who have yet to understand the fundamentals of programming, exist in both engineering and computing fields. Within computing, various resources exist to help novice programmers understand fundamentals and style guidelines such as WebTA, a code critique program that gives Java students feedback about their error and style issues. There is, however, a gap in automated code critique for MATLAB, a programming language that is popular in the engineering community. When it comes to MATLAB, there are not many programs that help novices understand their errors, and even fewer that help them understand style guidelines. To help assist these engineering novices, I created a program called MatlabTA. Based on feedback from Engineering Fundamentals instructors on the most common errors they encounter in student code, MatlabTA exists to give novices more intuitive feedback for a few of the most common MATLAB errors, along with providing them different style guidelines for different MATLAB antipatterns such as inconsistent tabbing and function output variable matching. This report will provide an overview of the process in developing MatlabTA, along with examples of the different outputs the application produces.
Advisors/Committee Members: Charles Wallace.
Subjects/Keywords: Code Critiquer; MATLAB; Educational Technology; Software Engineering
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APA (6th Edition):
Walther, M. L. (2020). MatlabTA: A Style Critiquer For Novice Engineering Students. (Masters Thesis). Michigan Technological University. Retrieved from https://digitalcommons.mtu.edu/etdr/981
Chicago Manual of Style (16th Edition):
Walther, Marissa L. “MatlabTA: A Style Critiquer For Novice Engineering Students.” 2020. Masters Thesis, Michigan Technological University. Accessed January 17, 2021.
https://digitalcommons.mtu.edu/etdr/981.
MLA Handbook (7th Edition):
Walther, Marissa L. “MatlabTA: A Style Critiquer For Novice Engineering Students.” 2020. Web. 17 Jan 2021.
Vancouver:
Walther ML. MatlabTA: A Style Critiquer For Novice Engineering Students. [Internet] [Masters thesis]. Michigan Technological University; 2020. [cited 2021 Jan 17].
Available from: https://digitalcommons.mtu.edu/etdr/981.
Council of Science Editors:
Walther ML. MatlabTA: A Style Critiquer For Novice Engineering Students. [Masters Thesis]. Michigan Technological University; 2020. Available from: https://digitalcommons.mtu.edu/etdr/981
4.
Chundur, Suguna.
Digital Literacy: Beyond the Rhetoric of Economic
Empowerment.
Degree: PhD, Education, Criminal Justice, and Human Services:
Educational Studies, 2016, University of Cincinnati
URL: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459244106
► Advancements in technology over the last two decades, have extended its reach beyond the educational and work sphere to the social, cultural, legal, and ethical…
(more)
▼ Advancements in technology over the last two decades,
have extended its reach beyond the
educational and work sphere to
the social, cultural, legal, and ethical aspects of our lives,
creating a powerful impact on how we live, work, and connect with
one another. But there are still groups where the penetration of
technology is low: adults with little exposure to technology during
their traditional learning years, users from lower SES, lower
education levels, resulting in a digital divide between the digital
haves and have-nots. This research project endeavored to study the
phenomenon of digital divide through a set of theoretical
frameworks: Rawls’ principles of justice as fairness provided the
overall social justice umbrella, Sen’s capability approach grounded
the study in the specificities of learners’ lives and acknowledged
learner diversity, and Horton’s cultural education, Freire’s
critical consciousness, and Eubanks’ critical technology education
provided the pedagogical lens to understand the importance of the
critical learning process in digital education. The phenomenon of
digital divide was examined through the perspective of a group of
non-traditional adult digital learners at a community-based
technology learning center in order to illuminate what digital
learning means to them in terms of their empowerment and agency,
and how they might perceive conscientizacao in their learning
process. The research project also examined obstacles to digital
learning perceived by the learners and the actions to overcome
these obstacles as identified by the participants.
Advisors/Committee Members: Brydon-Miller, Mary (Committee Chair).
Subjects/Keywords: Educational Software
…158
PRACTICAL APPLICATIONS OF CRITICAL EDUCATIONAL PEDAGOGY… …population. Beyond the educational and work spheres, the social, cultural, legal,
and ethical… …49,9999
$50,000-$74,000
$75,000+
Educational attainment
No high school diploma
High school grad… …closed considerably. Household income and educational attainment continue
to be strong… …indicators of Internet usage level with individuals in the higher income and higher
educational…
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APA ·
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APA (6th Edition):
Chundur, S. (2016). Digital Literacy: Beyond the Rhetoric of Economic
Empowerment. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459244106
Chicago Manual of Style (16th Edition):
Chundur, Suguna. “Digital Literacy: Beyond the Rhetoric of Economic
Empowerment.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed January 17, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459244106.
MLA Handbook (7th Edition):
Chundur, Suguna. “Digital Literacy: Beyond the Rhetoric of Economic
Empowerment.” 2016. Web. 17 Jan 2021.
Vancouver:
Chundur S. Digital Literacy: Beyond the Rhetoric of Economic
Empowerment. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2021 Jan 17].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459244106.
Council of Science Editors:
Chundur S. Digital Literacy: Beyond the Rhetoric of Economic
Empowerment. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459244106
Vilnius University
5.
Mažeikaitė,
Vaida.
Mokomųjų kompiuterinių priemonių leidyba
Lietuvoje.
Degree: Master, 2009, Vilnius University
URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2007~D_20081203_203545-69029
;
► Magistro darbo objektas – mokomųjų kompiuterinių priemonių leidyba. Darbo tikslas – ištirti lietuviškų mokomųjų kompiuterinių priemonių leidybos procesą, pasiūlą ir ją įtakojančius veiksnius. Pagrindiniai darbo…
(more)
▼ Magistro darbo objektas – mokomųjų
kompiuterinių priemonių leidyba. Darbo tikslas – ištirti lietuviškų
mokomųjų kompiuterinių priemonių leidybos procesą, pasiūlą ir ją
įtakojančius veiksnius. Pagrindiniai darbo uždaviniai: išanalizuoti
MKP gamybos procesą; išanalizuoti Lietuvoje leidžiamų MKP pasiūlą;
sudaryti lietuviškų originalių MKP sąrašą; ištirti MKP leidybą
labiausiai įtakojančius veiksmus; ištirti MKP platinimo veiksnius,
analizuojant pasirinktos leidyklos atvejį. Naudojantis informacijos
paieškos ir sisteminimo, dokumentų analizės, anketiniu ir
lyginamuoju metodais, prieita prie išvados, kad MKP yra viena iš
svarbiausių skaitmeninių mokymo priemonių. MKP sujungia vaizdinę,
garsinę ir tekstinę informaciją, ko negalima padaryti jokioje
kitoje mokymo priemonėje. Taip pat šios priemonės gali būti
interaktyvios, kas padeda mokiniui geriau įsisavinti medžiagą ir
mokymosi procesą daro įdomesniu. Darbe pateikiamas lietuviškų MKP
sąrašas, kuriame suregistruotos originalios lietuviškos MKP,
skirtos arba tinkamos naudoti bendrojo lavinimu mokyklose. Ištyrus
MKP pasiūlą Lietuvoje galima teigti, kad mokyklose vienodai
naudojamos originalios lietuviškos, adaptuotos ir užsienio šalių
sukurtos kompiuterinės priemonės. Valstybė, vykdydama švietimo
politiką skatina kurti originalias, bendrojo lavinimo mokyklų
programoms pritaikytas MKP. Mokykloms daugiausiai sukurta lietuvių
kalbos ir istorijos disciplinoms pritaikytų priemonių. Šių
priemonių leidybą stipriai įtakoja mokinių... [toliau žr. visą
tekstą]
The object of this graduate paper is
Educational Software publishing. The aim is to investigate the
process of Educational Software publishing, its supply and factors
that influence it. Major goals of the study: analysis of
Educational Software production process; analysis of Educational
Software supply published in Lithuania; provide a list of
Lithuanian Educational Software list; analysis of most influential
factors of Educational Software publishing; analysis of Educational
Software promotion factors, choosing one publishing house.
Keywords: Educational software, Educational Software research,
Educational Software classification, study of teachers work with
Educational Software, Educational Software distribution,
Educational Software promotion. After information search and
systematization, analysis of documents, usage questionnaire and
comparative survey methods, findings show that Educational Software
is one of the most important digital educational means. Educational
Software comprises video, audio and textual information which can
not be achieved by other educational means. As well these means can
be interactive which helps students learn material better and
learning process becomes more interesting. This study includes a
list of original Lithuanian Educational Software which is designed
and appropriate for secondary school use. After investigation of
Educational Software supply in Lithuania we can assume that schools
use original Lithuanian and adapted foreign software... [to full
text]
Advisors/Committee Members: Misiūnas, Remigijus (Master's thesis supervisor).
Subjects/Keywords: Mokomoji kompiuterinė
priemonė; MKP; MKP tyrimas; MKP
klasifikacija; Mokytojų darbo su MKP
tyrimas; MKP
platinimas; MKP reklama; Educational
software; Educational Software
research; Educational Software
classification; Study of teachers work with
Educational Software; Educational Software
distribution; Educational Software
promotion
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APA ·
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MLA ·
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Mažeikaitė,
Vaida. (2009). Mokomųjų kompiuterinių priemonių leidyba
Lietuvoje. (Masters Thesis). Vilnius University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2007~D_20081203_203545-69029 ;
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
Mažeikaitė,
Vaida. “Mokomųjų kompiuterinių priemonių leidyba
Lietuvoje.” 2009. Masters Thesis, Vilnius University. Accessed January 17, 2021.
http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2007~D_20081203_203545-69029 ;.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
Mažeikaitė,
Vaida. “Mokomųjų kompiuterinių priemonių leidyba
Lietuvoje.” 2009. Web. 17 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
Mažeikaitė,
Vaida. Mokomųjų kompiuterinių priemonių leidyba
Lietuvoje. [Internet] [Masters thesis]. Vilnius University; 2009. [cited 2021 Jan 17].
Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2007~D_20081203_203545-69029 ;.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
Mažeikaitė,
Vaida. Mokomųjų kompiuterinių priemonių leidyba
Lietuvoje. [Masters Thesis]. Vilnius University; 2009. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2007~D_20081203_203545-69029 ;
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
6.
Aleandra da Silva Figueira-Sampaio.
Software educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretos.
Degree: 2012, Federal University of Uberlândia
URL: http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=3958
► Nos últimos anos, muitas práticas pedagógicas têm sido fundamentadas em princípios construtivistas. Por esta concepção, a aprendizagem é um processo no qual o sujeito constrói…
(more)
▼ Nos últimos anos, muitas práticas pedagógicas têm sido fundamentadas em princípios construtivistas. Por esta concepção, a aprendizagem é um processo no qual o sujeito constrói seu conhecimento. Assim, é comum a utilização de materiais concretos para apoiar a aprendizagem de crianças em idade escolar. Os
software educativos também são recursos didáticos que vêm provocando importantes mudanças na forma de ensinar e aprender matemática. Este estudo teve como objetivos (1) construir uma base de dados com requisitos pedagógicos considerando as práticas pedagógicas com materiais concretos para contribuir com o desenvolvimento de
software educativos de matemática; (2) utilizar os requisitos pedagógicos definidos pela prática pedagógica com a Balança de Dois Pratos para desenvolver uma ferramenta computacional, visando solucionar alguns desafios materiais dos professores brasileiros e verificar como a ferramenta computacional afeta os aspectos inerentes ao processo de aprendizagem; (3) fazer um levantamento de práticas pedagógicas com materiais concretos,
software educativos e metodologias de avaliação de
software adotados pelos educadores de matemática em colégios de excelência no Brasil; e (4) criar um modelo para a classificação de
software educativos de matemática, considerando os requisitos pedagógicos de práticas com materiais concretos para o conteúdo de geometria. A base de dados com requisitos pedagógicos foi construída com 27 requisitos para o bloco temático Números e Operações; 29 para Espaço e Forma; 23 requisitos para Grandezas e Medidas e seis para os conteúdos do Tratamento da Informação, servindo de apoio a desenvolvedores e avaliadores de
software educativos. A ferramenta computacional atendeu aos desafios dos professores brasileiros e despertou a motivação, a responsabilidade, o diálogo, a cooperação, a discussão, a reciprocidade e a reflexão durante os procedimentos a serem construídos sobre a resolução de equações de 1 grau. Quanto ao cenário de práticas exploratórias, todos os professores de matemática adotam práticas com algum tipo de material didático. São 29 materiais concretos e 22
software educativos sendo utilizados pelos professores pesquisados. A maioria dos professores tem escolhido o
software por indicação de outros professores, por buscas na internet ou por sugestões encontradas nos livros didáticos. Nenhum professor mencionou a utilização de metodologias de avaliação para
software educativos. A base do modelo para a classificação de
software educativos de matemática foi a classificação de requisitos pedagógicos com a participação dos atores educacionais envolvidos. Com isso, foi determinada a satisfação e insatisfação com a presença e a ausência dos requisitos no produto. Um indicador foi responsável por estimar o nível de qualidade do
software educativo considerando as categorias: Básico, Avançado e Superior. Cada categoria foi referenciada por três níveis de qualidade. A proposta de classificação considera parâmetros específicos aos conteúdos da área e não apenas parâmetros gerais do ponto…
Advisors/Committee Members: Elisa Maria Quartiero, Joao Bosco da Mota Alves, Eliane Elias Ferreira dos Santos, Alexandre Cardoso, Gilberto Arantes Carrijo.
Subjects/Keywords: ENGENHARIA ELETRICA; Software educativos; Matemática; Classificação de software; Ensino auxiliado por computador - Programas de computador; Software - Desenvolvimento; Educational software; Mathematics; Classification
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APA ·
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MLA ·
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to Zotero / EndNote / Reference
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APA (6th Edition):
Figueira-Sampaio, A. d. S. (2012). Software educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretos. (Thesis). Federal University of Uberlândia. Retrieved from http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=3958
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Figueira-Sampaio, Aleandra da Silva. “Software educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretos.” 2012. Thesis, Federal University of Uberlândia. Accessed January 17, 2021.
http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=3958.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Figueira-Sampaio, Aleandra da Silva. “Software educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretos.” 2012. Web. 17 Jan 2021.
Vancouver:
Figueira-Sampaio AdS. Software educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretos. [Internet] [Thesis]. Federal University of Uberlândia; 2012. [cited 2021 Jan 17].
Available from: http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=3958.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Figueira-Sampaio AdS. Software educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretos. [Thesis]. Federal University of Uberlândia; 2012. Available from: http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=3958
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Cape Town
7.
Spencer-Smith, Garth.
A mixed methods investigation into the impact of computers and maths software on mathematics teaching and matric results of high schools in the EMDC East, Cape Town.
Degree: Image, School of Education, 2010, University of Cape Town
URL: http://hdl.handle.net/11427/14754
► This mixed methods dissertation investigates whether the Matric Mathematics results and enrolments at high schools in the EMDC East zone of Cape Town have been…
(more)
▼ This mixed methods dissertation investigates whether the Matric Mathematics results and enrolments at high schools in the EMDC East zone of Cape Town have been impacted by the availability of computers and mathematical
software (as provided by the Khanya Project); how the teachers at one school in Khayelitsha, Cape Town are using the computer as a tool to teach Mathematics, and whether their pedagogy changes between the Mathematics lessons in the conventional classroom and the computer lab. A series of statistical tests (Mann-Whitney U test; independent samples t-test; paired samples t-tests and the Wilcoxon Signed Rank test) were applied to various samples of the 2007 Matric Mathematics data of high schools in the EMDC East, obtained from WCED. What was concluded was that there was no significant difference between the Matric Mathematics results of the schools with the computers and those without; no significant change in the results after the Khanya labs were installed; no significant change in the percentage of pupils that passed Matric Mathematics; and no significant change in Higher Grade Mathematics enrolment rates. The overall conclusion from the quantitative research was thus that no significant differences were brought about by the use of computers in Mathematics in the EMDC East schools. So, what does happen when the computers are being used? This led to qualitative research on whether and how computers impact pedagogy: observations of ten Mathematics lessons in a selective township school in Khayelitsha were undertaken, and transcriptions made. These transcriptions were analysed in order to determine how the teachers were using the computers as a pedagogical tool, and whether their pedagogy varies across different lesson contexts (face-to-face lessons and computer lab lessons). In the case of the former question, it was found that the computers were primarily being used as a drill-and-practise tool for revision purposes; in other words, as though they were electronic textbooks. In order to answer the latter question, each sentence of each teacher was categorised according to an analytical framework in order to determine if there were any variation in semiotic mediation (in other words, teacher talk) between the classroom and the computer lab. Chi-squared tests for independence indicated that there was a significant, moderate to strong association between the location of the lesson and the type of talk; thus there is significant variation in semiotic variation between the two venues and the teachers' pedagogy does vary between the face-to-face classroom and the computer lab. Further chi-squared tests also indicated significant, moderate to strong associations between the location of the lesson and the scale of interaction (class or individual); and between the type of talk and scale of interaction.
Advisors/Committee Members: Hardman, Joanne (advisor).
Subjects/Keywords: Educational Research; Educational Support; Educational Software
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APA (6th Edition):
Spencer-Smith, G. (2010). A mixed methods investigation into the impact of computers and maths software on mathematics teaching and matric results of high schools in the EMDC East, Cape Town. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/14754
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Spencer-Smith, Garth. “A mixed methods investigation into the impact of computers and maths software on mathematics teaching and matric results of high schools in the EMDC East, Cape Town.” 2010. Thesis, University of Cape Town. Accessed January 17, 2021.
http://hdl.handle.net/11427/14754.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Spencer-Smith, Garth. “A mixed methods investigation into the impact of computers and maths software on mathematics teaching and matric results of high schools in the EMDC East, Cape Town.” 2010. Web. 17 Jan 2021.
Vancouver:
Spencer-Smith G. A mixed methods investigation into the impact of computers and maths software on mathematics teaching and matric results of high schools in the EMDC East, Cape Town. [Internet] [Thesis]. University of Cape Town; 2010. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/11427/14754.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Spencer-Smith G. A mixed methods investigation into the impact of computers and maths software on mathematics teaching and matric results of high schools in the EMDC East, Cape Town. [Thesis]. University of Cape Town; 2010. Available from: http://hdl.handle.net/11427/14754
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
8.
Juarez Alves Barbosa Neto.
DiagonalizaÃÃo de matrizes 2X2 e reconhecimento de cÃnicas.
Degree: Master, 2013, Universidade Federal do Ceará
URL: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11215
;
► This paper deals with the recognition of TAPER using the method of matrix diagonalization 2X2. At first, it shows the definition of conics, standard equations…
(more)
▼ This paper deals with the recognition of TAPER using the method of matrix diagonalization 2X2. At first, it shows the definition of conics, standard equations followed by their names and geometric representations. Then follows the ideas of eigenvalues and eigenvectors of a linear transformation that are the basis for the diagonalization of matrices.Immediately after that, the linear independence eigenvector is discussed, as well as its properties of forming a basis of a vector space. The condition for any square matrix to be diagonalizable is shown below, as well as the particulars of a symmetric matrix. The demonstration that all 2Ã2 symmetric matrix is diagonalizable is made from a matrix, elegant and elemental approach. The recognition of conics is made from basic calculations using some content widely
exploited in high school such as matrices, determinants, linear systems and algebraic equations. At the end it is presented a way of teaching conical school using educational software Winplot.
Este trabalho trata do reconhecimento de CÃNICAS utilizando o mÃtodo de diagonalizaÃÃo de matrizes 2X2. No inÃcio à apresentada a definiÃÃo de cÃnicas, as equaÃÃes padrÃes seguidas de seus respectivos nomes e representaÃÃes geomÃtricas. Seguem-se entÃo as ideias
de autovalores e autovetores de uma transformaÃÃo linear que servem de base para a diagonalizaÃÃo de matrizes. Logo apÃs sÃo discutidas a independÃncia linear de autovetores bem como suas propriedades de formarem uma base de um espaÃo vetorial. A condiÃÃo para que toda matriz quadrada seja diagonalizÃvel à apresentada em seguida, bem como as particularidades de uma matriz simÃtrica. A demonstraÃÃo de que toda matriz simÃtrica 2X2 à diagonalizÃvel à feita a partir de uma abordagem matricial, elegante e elementar. O reconhecimento de cÃnicas à feito a partir de cÃlculos bÃsicos, utilizando alguns conteÃdos amplamente explorados no Ensino MÃdio tais como: matrizes, determinantes, sistemas
lineares e equaÃÃes algÃbricas. No final à apresentada uma forma de ensinar cÃnicas na escola utilizando o software educacional Winplot.
Advisors/Committee Members: Marcelo Ferreira de Melo, Luiz AntÃnio Caetano Monte, Marcos Ferreira de Melo.
Subjects/Keywords: MATEMATICA; cÃnicas; diagonalizaÃÃo; matrizes; equaÃÃes; software educacional; conical; diagonalization; matrices; equations; educational software; Geometria; Geometry
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APA (6th Edition):
Neto, J. A. B. (2013). DiagonalizaÃÃo de matrizes 2X2 e reconhecimento de cÃnicas. (Masters Thesis). Universidade Federal do Ceará. Retrieved from http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11215 ;
Chicago Manual of Style (16th Edition):
Neto, Juarez Alves Barbosa. “DiagonalizaÃÃo de matrizes 2X2 e reconhecimento de cÃnicas.” 2013. Masters Thesis, Universidade Federal do Ceará. Accessed January 17, 2021.
http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11215 ;.
MLA Handbook (7th Edition):
Neto, Juarez Alves Barbosa. “DiagonalizaÃÃo de matrizes 2X2 e reconhecimento de cÃnicas.” 2013. Web. 17 Jan 2021.
Vancouver:
Neto JAB. DiagonalizaÃÃo de matrizes 2X2 e reconhecimento de cÃnicas. [Internet] [Masters thesis]. Universidade Federal do Ceará 2013. [cited 2021 Jan 17].
Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11215 ;.
Council of Science Editors:
Neto JAB. DiagonalizaÃÃo de matrizes 2X2 e reconhecimento de cÃnicas. [Masters Thesis]. Universidade Federal do Ceará 2013. Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11215 ;
9.
Roberto Rodrigues Silva.
DiagonalizaÃÃo de matrizes 3 x 3 e reconhecimento de quÃdricas.
Degree: Master, 2013, Universidade Federal do Ceará
URL: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11220
;
► Este trabalho trata do reconhecimento de quÃdricas utilizando o mÃtodo de diagonalizaÃÃo de matrizes 3 x 3. No inÃcio à apresentada a definiÃÃo de quÃdricas,…
(more)
▼ Este trabalho trata do reconhecimento de quÃdricas utilizando o mÃtodo de diagonalizaÃÃo de matrizes 3 x 3. No inÃcio à apresentada a definiÃÃo de quÃdricas, as equaÃÃes padrÃes
seguidas de seus respectivos nomes e representaÃÃes geomÃtricas. Seguem-se entÃo as ideias de autovalores e autovetores de uma transformaÃÃo linear que servem de base para a diagonalizaÃÃo de matrizes. Logo apÃs sÃo discutidas a independÃncia linear de autovetores bem como suas propriedades de formarem uma base de um espaÃo vetorial. A condiÃÃo para que toda matriz quadrada seja diagonalizÃvel à apresentada em seguida, bem como as
particularidades de uma matriz simÃtrica. A demonstraÃÃo de que toda matriz simÃtrica à diagonalizÃvel à feita a partir de uma abordagem matricial, elegante e elementar. O
reconhecimento de quÃdricas à feito a partir de cÃlculos bÃsicos, utilizando alguns conteÃdos amplamente explorados no Ensino MÃdio tais como: matrizes, determinantes, sistemas
lineares e equaÃÃes algÃbricas. No final à apresentada uma forma de ensinar quÃdricas na escola utilizando o software educacional Winplot.
This paper deals with the recognition of quadrics using the method of diagonalization of matrices 3 Ã 3. Earlier it shows the definition of quadrics, the standard equations followed by their names and geometric representations. Then follows the ideas of eigenvalues and eigenvectors of a linear transformation that are the basis for the diagonalization of matrices. Immediately after the linear independence of the eigenvectors is discussed as well as their properties of forming a basis of a vector space. The condition for any square matrix be
diagonalizable is shown after, as well as the particularities of a symmetric matrix. The demonstration that all 3 Ã 3 symmetric matrix is diagonalizable is made from an elegant and elemental matrix approach. Recognition of quadrics is made from basic calculations using some content widely exploited in high school such as matrices, determinants, linear systems and algebraic equations. At the end it presents a way of teaching quadrics in school using educational software Winplot.
Advisors/Committee Members: Tiago CaÃla Ribeiro, Marcelo Ferreira de Melo, Marcos Ferreira de Melo.
Subjects/Keywords: MATEMATICA; quÃdricas; diagonalizaÃÃo; matrizes; equaÃÃes; software educacional; quadrics; diagonalization; matrices; equations; educational software; Geometria; Geometry
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APA (6th Edition):
Silva, R. R. (2013). DiagonalizaÃÃo de matrizes 3 x 3 e reconhecimento de quÃdricas. (Masters Thesis). Universidade Federal do Ceará. Retrieved from http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11220 ;
Chicago Manual of Style (16th Edition):
Silva, Roberto Rodrigues. “DiagonalizaÃÃo de matrizes 3 x 3 e reconhecimento de quÃdricas.” 2013. Masters Thesis, Universidade Federal do Ceará. Accessed January 17, 2021.
http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11220 ;.
MLA Handbook (7th Edition):
Silva, Roberto Rodrigues. “DiagonalizaÃÃo de matrizes 3 x 3 e reconhecimento de quÃdricas.” 2013. Web. 17 Jan 2021.
Vancouver:
Silva RR. DiagonalizaÃÃo de matrizes 3 x 3 e reconhecimento de quÃdricas. [Internet] [Masters thesis]. Universidade Federal do Ceará 2013. [cited 2021 Jan 17].
Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11220 ;.
Council of Science Editors:
Silva RR. DiagonalizaÃÃo de matrizes 3 x 3 e reconhecimento de quÃdricas. [Masters Thesis]. Universidade Federal do Ceará 2013. Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11220 ;
10.
FILHO, Roberto Mariano de Araujo.
Análise da colaboração em situação de formação de professores de matemática online
.
Degree: 2015, Universidade Federal de Pernambuco
URL: http://repositorio.ufpe.br/handle/123456789/18809
► Esta pesquisa tem por objetivo analisar a aprendizagem colaborativa suportada por computador no contexto da formação do professor de matemática quanto ao uso de modelagem…
(more)
▼ Esta pesquisa tem por objetivo analisar a aprendizagem colaborativa suportada por
computador no contexto da formação do professor de matemática quanto ao uso de
modelagem para o ensino e aprendizagem de funções. A pesquisa fundamenta-se
na Aprendizagem Colaborativa com Suporte Computacional (CSCL), Caracterização
das Funções e Modelagem Matemática. A metodologia de investigação conta com
as fases de elaboração do ambiente virtual CSCL para propiciar: discussão das
dificuldades de aprendizagem das funções, discussão e elaboração de simuladores
utilizando o
software Modellus, exploração da modelagem como metodologia de
ensino e aprendizagem, de forma colaborativa. A situação foi estruturada tendo
como momento inicial uma instrumentalização dos softwares que suportam a
comunicação e interação, além do
software de modelagem que permite a exploração
de situações envolvendo as funções afim e quadrática, em sintonia com as
discussões das teorias da CSCL. O estudo analisa o trabalho colaborativo
desenvolvido por 3 grupos de licenciandos em Matemática. Os dados revelam que o
grupo menor conseguiu colaborar com mais facilidade que os grupos maiores. Os
dados mostram também que as discussões acerca das dificuldades dos estudantes
foi onde houve maior colaboração. Além disso, o script elaborado não conseguiu
direcionar os participantes sozinhos durante a atividade, precisando sempre de uma
intervenção do mediador. Também foram percebidos entraves do ambiente que
mostraram a necessidade da montagem de outro espaço, que pudesse oferecer
recursos que facilitem a comunicação entre os participantes da sessão.
Advisors/Committee Members: FERREIRA, Veronica Gitirana Gomes (advisor), http://lattes.cnpq.br/4727708481050412 (advisor).
Subjects/Keywords: Aprendizagem Colaborativa. Funções. Software educacional. Modelagem.;
Colaborative learning. Functions. Educational Software. Modelling.
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APA (6th Edition):
FILHO, R. M. d. A. (2015). Análise da colaboração em situação de formação de professores de matemática online
. (Thesis). Universidade Federal de Pernambuco. Retrieved from http://repositorio.ufpe.br/handle/123456789/18809
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
FILHO, Roberto Mariano de Araujo. “Análise da colaboração em situação de formação de professores de matemática online
.” 2015. Thesis, Universidade Federal de Pernambuco. Accessed January 17, 2021.
http://repositorio.ufpe.br/handle/123456789/18809.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
FILHO, Roberto Mariano de Araujo. “Análise da colaboração em situação de formação de professores de matemática online
.” 2015. Web. 17 Jan 2021.
Vancouver:
FILHO RMdA. Análise da colaboração em situação de formação de professores de matemática online
. [Internet] [Thesis]. Universidade Federal de Pernambuco; 2015. [cited 2021 Jan 17].
Available from: http://repositorio.ufpe.br/handle/123456789/18809.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
FILHO RMdA. Análise da colaboração em situação de formação de professores de matemática online
. [Thesis]. Universidade Federal de Pernambuco; 2015. Available from: http://repositorio.ufpe.br/handle/123456789/18809
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Georgia
11.
Schlachter, Jason George.
Virtual veterinary emergency room.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/21971
► We are developing an artificial intelligence system that enables veterinary students, clinicians, and scientists to simulate clinical scenarios in veterinary medicine. The design incorporates a…
(more)
▼ We are developing an artificial intelligence system that enables veterinary students, clinicians, and scientists to simulate clinical scenarios in veterinary medicine. The design incorporates a physiological simulator, an expert system to
model the emergency room experience, an agent to analyze user performance, and a user-tested graphical interface. The program is designed to present highly accurate medical information in the same way it would be available in a true emergency room
situation. The program also models many diagnostic and treatment procedures that may be used to diagnose and stabilize the patient. This is a teaching tool that provides a bridge between textbook material and clinical practice where students can apply
their medical knowledge without endangering the lives of real animals.
Subjects/Keywords: Artificial Intelligence; Expert Systems; Simulation; Computer Software; Educational Software; Veterinary Education; Prolog
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APA (6th Edition):
Schlachter, J. G. (2014). Virtual veterinary emergency room. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21971
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Schlachter, Jason George. “Virtual veterinary emergency room.” 2014. Thesis, University of Georgia. Accessed January 17, 2021.
http://hdl.handle.net/10724/21971.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Schlachter, Jason George. “Virtual veterinary emergency room.” 2014. Web. 17 Jan 2021.
Vancouver:
Schlachter JG. Virtual veterinary emergency room. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10724/21971.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Schlachter JG. Virtual veterinary emergency room. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21971
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
12.
José Luiz Silveira.
Jogo educacional para apoiar o ensino de melhoria de processo de software com foco no nível g de maturidade do MPS.BR.
Degree: 2012, Universidade do Vale do Itajaí
URL: http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=1183
► Embora o mercado mundial de software esteja entre os de maior crescimento, atualmente, pesquisas evidenciam que as empresas do setor ainda continuam enfrentando problemas com…
(more)
▼ Embora o mercado mundial de software esteja entre os de maior crescimento, atualmente, pesquisas evidenciam que as empresas do setor ainda continuam enfrentando problemas com prazo, custo, qualidade e satisfação de seus clientes. Neste sentido, modelos de capacidade de software têm sido desenvolvidos para apoiar as organizações na melhoria de seus processos e a respectiva redução dos problemas identificados. Entretanto, existem desafios para a adoção destes modelos. Os modelos são genéricos e não apresentam como eles devem ser implementados, deixando que cada organização faça sua própria interpretação. Desta forma, a capacitação adequada nestes modelos é um fator chave de sucesso para iniciativas de melhoria. Muitas vezes, treinamentos teóricos são insuficientes para o real entendimento do modelo e atividades que simulem situações do mundo real podem aumentar a fixação nos conceitos e aplicação do modelo. Assim, neste trabalho foi desenvolvido um jogo educacional que simula o cenário de uma empresa de desenvolvimento de software com situações em que os resultados esperados do nível G de maturidade do MPS.BR são explorados. O jogo foi avaliado por meio de experimentos que permitiram afirmar que o jogo auxilia na aprendizagem de melhoria de processo de software
Although the worldwide software market is one of the fastest-growing markets today, research has shown that companies in the sector continue to experience problems with deadlines, cost, quality and customer satisfaction. Therefore, software capability models have been developed to assist organizations in improving their processes and reducing the problems identified. However, there are challenges to adopting these models; they are generic, and do not show how they should be implemented, leaving each organization to interpret the model as it sees fit. Proper training in the use of these models is therefore a key success factor for improvement initiatives. Often, theoretical training is insufficient for giving a real understanding of the model, and activities that simulate real-world situations can increase understanding of the concepts and application of the model. This work develops an educational game that simulates the scenario of a software development company, with situations in which the expected results of MPS.BR maturity level G are explored. The game was evaluated by experiments that demonstrate the usefulness of game in promoting learning of software process improvement
Advisors/Committee Members: Rudimar Luís Scaranto Dazzi, Fabiane Barreto Vavassori Benitti, Clenio Figueiredo Salviano, Marcello Thiry Comicholi da Costa.
Subjects/Keywords: Melhoria de Processo de Software; Engenharia de Software; Jogos Educacionais; CIENCIA DA COMPUTACAO; Engenharia de software; Software Process Improvement; Software Engineering; Educational Game
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APA ·
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APA (6th Edition):
Silveira, J. L. (2012). Jogo educacional para apoiar o ensino de melhoria de processo de software com foco no nível g de maturidade do MPS.BR. (Thesis). Universidade do Vale do Itajaí. Retrieved from http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=1183
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Silveira, José Luiz. “Jogo educacional para apoiar o ensino de melhoria de processo de software com foco no nível g de maturidade do MPS.BR.” 2012. Thesis, Universidade do Vale do Itajaí. Accessed January 17, 2021.
http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=1183.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Silveira, José Luiz. “Jogo educacional para apoiar o ensino de melhoria de processo de software com foco no nível g de maturidade do MPS.BR.” 2012. Web. 17 Jan 2021.
Vancouver:
Silveira JL. Jogo educacional para apoiar o ensino de melhoria de processo de software com foco no nível g de maturidade do MPS.BR. [Internet] [Thesis]. Universidade do Vale do Itajaí; 2012. [cited 2021 Jan 17].
Available from: http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=1183.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Silveira JL. Jogo educacional para apoiar o ensino de melhoria de processo de software com foco no nível g de maturidade do MPS.BR. [Thesis]. Universidade do Vale do Itajaí; 2012. Available from: http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=1183
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universidade Federal do Maranhão
13.
PEDRIANA DE JESUS PAVÃO CASTRO.
Environmental Assessment Software Virtual-TANEB applied to geometry fifth year of elementary school.
Degree: 2010, Universidade Federal do Maranhão
URL: http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=450
► O Sistema de Avaliação da Educação Básica (SAEB) viabiliza o acompanhamento do rendimento dos alunos e fornece subsídios para o monitoramento das políticas públicas voltadas…
(more)
▼ O Sistema de Avaliação da Educação Básica (SAEB) viabiliza o acompanhamento do rendimento dos alunos e fornece subsídios para o monitoramento das políticas públicas voltadas à educação. Neste trabalho propõe-se o desenvolvimento de um ambiente de avaliação para o software educacional denominado Virtual-TANEB que contribuirá para automatização do processo do Sistema de Avaliação da Educação Básica. Este ambiente utiliza de elementos da Inteligência Artificial, como os agentes de software, etc.. Inicialmente, este protótipo contempla apenas a disciplina Matemática no conteúdo da geometria do 5 ano do Ensino Fundamental. Favorecendo a redução de ônus financeiro e de tempo na entrega dos resultados da avaliação do aluno. O Virtual-TANEB destaca-se por oferecer interatividade ao aluno, por sua usabilidade e intuitividade na realização dos testes, construindo assim, um ambiente amigável para o discente realizar as questões do teste.
The Brazilian Basic Education Evaluation System, known as SAEB (Sistema de Avaliação da Educação Básica), enables student monitoring performance and provides subsidies for public politics monitoring of education. This work proposes the development of an environmental assessment educational software called Virtual-Taneb that will help automate the Basic Education Evaluation System process. This environment uses elements of Artificial Intelligence, such as software agents, etc. Initially, a prototype includes only the discipline of mathematics content in the geometry of the 5th year of elementary school. Favoring the financial burden and time reduction to the results of the student delivery. The Virtual-Taneb stands out for providing student interactivity, for their usability and intuitiveness of the test conditions, thus, building a friendly environment for the student answer the test questions.
Advisors/Committee Members: Sofiane Labidi, Zair Abdelouahab.
Subjects/Keywords: SAEB; agentes de software; Virtual-TANEB; software agents; Virtual-TANEB; Matemática; Educational assessment; SAEB; Mathematics; ENGENHARIA DE SOFTWARE
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APA (6th Edition):
CASTRO, P. D. J. P. (2010). Environmental Assessment Software Virtual-TANEB applied to geometry fifth year of elementary school. (Thesis). Universidade Federal do Maranhão. Retrieved from http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=450
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
CASTRO, PEDRIANA DE JESUS PAVÃO. “Environmental Assessment Software Virtual-TANEB applied to geometry fifth year of elementary school.” 2010. Thesis, Universidade Federal do Maranhão. Accessed January 17, 2021.
http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=450.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
CASTRO, PEDRIANA DE JESUS PAVÃO. “Environmental Assessment Software Virtual-TANEB applied to geometry fifth year of elementary school.” 2010. Web. 17 Jan 2021.
Vancouver:
CASTRO PDJP. Environmental Assessment Software Virtual-TANEB applied to geometry fifth year of elementary school. [Internet] [Thesis]. Universidade Federal do Maranhão; 2010. [cited 2021 Jan 17].
Available from: http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=450.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
CASTRO PDJP. Environmental Assessment Software Virtual-TANEB applied to geometry fifth year of elementary school. [Thesis]. Universidade Federal do Maranhão; 2010. Available from: http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=450
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universidade Federal do Maranhão
14.
JOSÉ FLÁVIO GOMES BARROS.
MODELAGEM E DESENVOLVIMENTO DO AGENTE DICA DO AMBIENTE DE AVALIAÇÃO INTEGRADO AO SOFTWARE VIRTUAL-TANEB APLICADO À GESTÃO ESCOLAR DE RESULTADOS EDUCACIONAIS.
Degree: 2010, Universidade Federal do Maranhão
URL: http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=559
► Este trabalho visa a modelagem e desenvolvimento do agente DICA e da Ontologia ONTOGRAM usada no Ambiente de Avaliação Educacional integrado ao software Virtual-TANEB, tendo…
(more)
▼ Este trabalho visa a modelagem e desenvolvimento do agente DICA e da Ontologia ONTOGRAM usada no Ambiente de Avaliação Educacional integrado ao software Virtual-TANEB, tendo como objetivo a disponibilização de informações relevantes e confiáveis sobre o desempenho dos alunos na resolução de questões de matemática (grandezas e medidas) no quinto ano do ensino fundamental (antiga quarta série), proporcionando um diagnóstico mais preciso da situação do aluno nesta área de conhecimento.
This work is related to the modeling and development of agent "DICA" and the ONTOGRAM Ontology used in an Educational Assessment Environment that is integrated to the Virtual-TANEB software, having as main goal the availability of relevant and reliable information about student performance when solving math questions (quantities and measures) in the fifth year of elementary school (previous fourth grade), providing a more accurate diagnosis of the situation of students in this area.
Advisors/Committee Members: Sofiane Labidi, Zair Abdelouahab.
Subjects/Keywords: Ontologia; Agente de Software; Avaliação Educacional; Virtual- TANEB; SOFTWARE BASICO; Software Agent; Ontology; Educational Evaluation; Virtual-TANEB
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APA (6th Edition):
BARROS, J. F. G. (2010). MODELAGEM E DESENVOLVIMENTO DO AGENTE DICA DO AMBIENTE DE AVALIAÇÃO INTEGRADO AO SOFTWARE VIRTUAL-TANEB APLICADO À GESTÃO ESCOLAR DE RESULTADOS EDUCACIONAIS. (Thesis). Universidade Federal do Maranhão. Retrieved from http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=559
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
BARROS, JOSÉ FLÁVIO GOMES. “MODELAGEM E DESENVOLVIMENTO DO AGENTE DICA DO AMBIENTE DE AVALIAÇÃO INTEGRADO AO SOFTWARE VIRTUAL-TANEB APLICADO À GESTÃO ESCOLAR DE RESULTADOS EDUCACIONAIS.” 2010. Thesis, Universidade Federal do Maranhão. Accessed January 17, 2021.
http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=559.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
BARROS, JOSÉ FLÁVIO GOMES. “MODELAGEM E DESENVOLVIMENTO DO AGENTE DICA DO AMBIENTE DE AVALIAÇÃO INTEGRADO AO SOFTWARE VIRTUAL-TANEB APLICADO À GESTÃO ESCOLAR DE RESULTADOS EDUCACIONAIS.” 2010. Web. 17 Jan 2021.
Vancouver:
BARROS JFG. MODELAGEM E DESENVOLVIMENTO DO AGENTE DICA DO AMBIENTE DE AVALIAÇÃO INTEGRADO AO SOFTWARE VIRTUAL-TANEB APLICADO À GESTÃO ESCOLAR DE RESULTADOS EDUCACIONAIS. [Internet] [Thesis]. Universidade Federal do Maranhão; 2010. [cited 2021 Jan 17].
Available from: http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=559.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
BARROS JFG. MODELAGEM E DESENVOLVIMENTO DO AGENTE DICA DO AMBIENTE DE AVALIAÇÃO INTEGRADO AO SOFTWARE VIRTUAL-TANEB APLICADO À GESTÃO ESCOLAR DE RESULTADOS EDUCACIONAIS. [Thesis]. Universidade Federal do Maranhão; 2010. Available from: http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=559
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universidade do Rio Grande do Sul
15.
Gruber, Liliane Dailei Almeida.
Mediação do professor no uso do software educativo cidade do átomo : abordagem dos temas energia nuclear e radioatividade no ensino médio.
Degree: 2014, Universidade do Rio Grande do Sul
URL: http://hdl.handle.net/10183/116495
► Por considerar que o uso das tecnologias de informação e comunicação às práticas pedagógicas, aliadas à abordagem dos assuntos nucleares é tema relevante, desafiador e…
(more)
▼ Por considerar que o uso das tecnologias de informação e comunicação às práticas pedagógicas, aliadas à abordagem dos assuntos nucleares é tema relevante, desafiador e ainda pouco explorado, o presente projeto visou criar um espaço de reflexões acerca das relações de aprendizagem e o papel do professor em sala de aula no contexto escolar de nível médio. Para o desenvolvimento dessa pesquisa, utilizou-se metodologia qualitativa. Como instrumentos de coleta de dados utilizaram-se gravações de áudio e vídeo, anotações em diários de aula, produções textuais dos sujeitos investigados e arquivos de registro da navegação realizada no ambiente do software educativo. A utilização de recursos digitais e, principalmente, do software educativo Cidade do Átomo, possibilitou a realização do exercício de representações de papéis, cujo objetivo é abordar assuntos científicos e tecnológicos polêmicos, tal como os relacionados à produção de energia elétrica a partir da energia nuclear. Nessa atividade, os estudantes interpretam diversos papéis de um mesmo contexto, defendendo e debatendo os pontos de vista convergentes de seus personagens. Foi possível evidenciar na participação dos estudantes por meio de questionamentos e relações estabelecidas entre seus pares e com os recursos tecnológicos a formação de um ambiente de interação proveitoso. Esta constatação evidencia a potencialidade do espaço educativo formado, que resultou em reforço do processo ensino-aprendizagem.
By considering that the use of information technology and pedagogical practices communication allied with an approach of nuclear subject it’s a relevant, challenging and yet not well developed theme, the present project aimed to create speculative space about the learning relationship and the role of the educator in a middle school context. To the development of this research were used a qualitative methodology. As data collecting instrument were used audio and video recordings, diary class annotations, textual productions of the analyzed subjects and navigation record files of the educational software ambient. Use of digital resources, mainly the educative software “Cidade do Átomo”, enabled the roleplaying game, whose objective is the approach of scientific and technologic polemic subjects, such as the nuclear energy production. In this exercise, the students played various roles on the same context, defending and debating their characters point of view. By the use of questions and discussion of the peer relationship with the technological resource, was possible to bespeak a beneficial interactive environment. This statement endorses the potentiality of the educative space, which resulted in a reinforcement of the teaching-learning process.
Advisors/Committee Members: Del Pino, Jose Claudio.
Subjects/Keywords: Educational software; Radioatividade; Radioactivity; Energia nuclear; Ensino de quimica; Nuclear energy; Ensino médio; Educational game; Software educativo
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APA ·
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MLA ·
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CSE |
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APA (6th Edition):
Gruber, L. D. A. (2014). Mediação do professor no uso do software educativo cidade do átomo : abordagem dos temas energia nuclear e radioatividade no ensino médio. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/116495
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gruber, Liliane Dailei Almeida. “Mediação do professor no uso do software educativo cidade do átomo : abordagem dos temas energia nuclear e radioatividade no ensino médio.” 2014. Thesis, Universidade do Rio Grande do Sul. Accessed January 17, 2021.
http://hdl.handle.net/10183/116495.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gruber, Liliane Dailei Almeida. “Mediação do professor no uso do software educativo cidade do átomo : abordagem dos temas energia nuclear e radioatividade no ensino médio.” 2014. Web. 17 Jan 2021.
Vancouver:
Gruber LDA. Mediação do professor no uso do software educativo cidade do átomo : abordagem dos temas energia nuclear e radioatividade no ensino médio. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2014. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10183/116495.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gruber LDA. Mediação do professor no uso do software educativo cidade do átomo : abordagem dos temas energia nuclear e radioatividade no ensino médio. [Thesis]. Universidade do Rio Grande do Sul; 2014. Available from: http://hdl.handle.net/10183/116495
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
16.
Patrícia Cardoso Soares.
Crianças com dificuldades de aprendizagem: uma experiência com o software Trilha de Letras.
Degree: 2007, HACKEADO! By @PACKETXGROUP
URL: http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=58
► A presente dissertação teve por objetivo investigar possíveis contribuições do software educacional Trilha de Letras para melhorar a performance de alunos com defasagem de aprendizagem…
(more)
▼ A presente dissertação teve por objetivo investigar possíveis contribuições do software educacional Trilha de Letras para melhorar a performance de alunos com defasagem de aprendizagem na leitura e escrita. Trata-se de software desenvolvido pela Secretaria de Educação e disponível em salas de informática de escolas estaduais de São Paulo. A pesquisa foi de natureza qualitativa, teve como embasamento as recentes investigações da psicolingüística, sociolingüística apoiadas no modelo sócio-interacionista no processo de aquisição da leitura e da escrita, privilegiando os aspectos sociocognitivos e os pressupostos teóricos da análise do discurso na interação comunicativa. Contou com a participação de oito alunos com dificuldades de aprendizagem em leitura e em escrita. Recorreu-se a uma avaliação inicial e a uma avaliação final e, entre elas, houve o processo de intervenção, contando-se com o software Trilha de Letras. Os resultados indicam que o software atende parcialmente os seus objetivos; verificamos que, mesmo melhorando o desempenho de leitura e de construção de idéias, ordenando-as de maneira satisfatória no texto escrito, não possibilitou avanços no que tange a normas ortográficas e gramaticais, fatores indissociáveis da questão semântica do texto. Concluímos, ainda, que o software pode constituir uma ferramenta útil para a melhoria da qualidade de ensino.
The present dissertation had an objective to search feasble contributions of the educational software Trilha de Letras to improve the performance of students with lack on the practice of reading and writing. It is about a software developed by the Secretariat od Education and available at the networks classrooms of the intrastate schools of then statue of São Paulo. The research was of qualify nature, had foundation on the recent investigations from the psycholinguistic, sociolinguistic embased on the social-interactionism model at the process of acquisition of the reading and the writing, privileging the sociocognitives aspects, and the theory presuppostes of the speech at the communicative interaction. Counted with the participation of eight studentes with learning trouble on the practice of reading and writing. Appealing on an initial evaluation and on a final evaluation and, between them, there was the process of intervention, counting with the software Trilha de Letras . The results show that the software attend partly its targets; we verify that, even improving the performance on the reading and the construction of ideas, ordering them on a satisfying manner on the writing text, havent proportioned advances no que tange the orthographycs and grammaticals conventions, unsociable points of the semantica question of the text. We conclude, already, that the software may form a helpful tool to the improvement of the graduation quality.
Advisors/Committee Members: Maria de Lourdes Zizi Trevizan Perez, Adriano Rodrigues Ruiz, Renata Junqueira de Souza.
Subjects/Keywords: EDUCACAO ESPECIAL; Software; Aprendizagem; Leitura - escrita; Software; Reading - Writing; Learning; Tecnologia educacional; Educational tecnology; Ensino - meios auxiliares; Educational media
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APA ·
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MLA ·
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APA (6th Edition):
Soares, P. C. (2007). Crianças com dificuldades de aprendizagem: uma experiência com o software Trilha de Letras. (Thesis). HACKEADO! By @PACKETXGROUP. Retrieved from http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=58
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Soares, Patrícia Cardoso. “Crianças com dificuldades de aprendizagem: uma experiência com o software Trilha de Letras.” 2007. Thesis, HACKEADO! By @PACKETXGROUP. Accessed January 17, 2021.
http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=58.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Soares, Patrícia Cardoso. “Crianças com dificuldades de aprendizagem: uma experiência com o software Trilha de Letras.” 2007. Web. 17 Jan 2021.
Vancouver:
Soares PC. Crianças com dificuldades de aprendizagem: uma experiência com o software Trilha de Letras. [Internet] [Thesis]. HACKEADO! By @PACKETXGROUP; 2007. [cited 2021 Jan 17].
Available from: http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=58.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Soares PC. Crianças com dificuldades de aprendizagem: uma experiência com o software Trilha de Letras. [Thesis]. HACKEADO! By @PACKETXGROUP; 2007. Available from: http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=58
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
17.
Elias, Carla Alexandra da Silva.
Ensinar ciências a alunos com incapacidade intelectual recorrendo ao software Scratch: um estudo de caso.
Degree: 2015, Instituto Politécnico do Porto
URL: http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/7727
► Este estudo procura a valorização do ensino dirigido a alunos com Incapacidade Intelectual. Tem como objetivos conceber um recurso didático, integrando as ferramentas do Scratch,…
(more)
▼ Este estudo procura a valorização do ensino dirigido a alunos com Incapacidade Intelectual. Tem
como objetivos conceber um recurso didático, integrando as ferramentas do Scratch, para alunos
com Incapacidade Intelectual; averiguar a exequibilidade do uso desse recurso em ambiente natural
de ensino e promover o envolvimento de alunos com Incapacidade Intelectual na realização de
tarefas propostas na disciplina de Ciências da Natureza.
Pretendemos dar resposta às seguintes questões de investigação: (1) A utilização do Scratch é
adequada e exequível no trabalho quotidiano de alunos com Incapacidade Intelectual? (2) Em que
medida o Scratch pode contribuir para um melhor envolvimento dos alunos com Incapacidade
Intelectual na realização das tarefas propostas?
Para este efeito, planificamos duas aulas. Na primeira, abordou-se o conteúdo a tratar – Poluição – e
na segunda aula utilizou-se o Scratch, desafiando os alunos a desenvolverem diversas tarefas de
forma mais ativa.
O presente estudo segue uma abordagem metodológica de natureza qualitativa, centrando-se num
estudo de caso, onde se aborda a importância do uso das Tecnologias de Informação e Comunicação,
mais concretamente o software educativo Scratch, como sendo uma ferramenta potenciadora do
envolvimento dos alunos. Este estudo foi aplicado a três alunos com Incapacidade Intelectual que
tinham sido atribuídos à docente investigadora no presente ano letivo.
Os dados foram recolhidos através da análise dos Programas Educativos Individuais dos alunos
participantes; da entrevista realizada à docente de Educação Especial; de gravações áudio, de
fotografias, de trabalhos realizados pelos alunos participantes e de notas de campo da investigadora.
Foi centralidade do estudo a conceção de uma proposta didática e o desenvolvimento dos respetivos
recursos, utilizando o software educativo Scratch. Quer a proposta didática quer os recursos a ela
associados constituem em si mesmo parte dos resultados do trabalho desenvolvido. Os dados
obtidos neste estudo permitem sustentar a ideia de que é possível trabalhar com alunos com
Necessidades Educativas Especiais, nomeadamente Incapacidade Intelectual, recorrendo ao software
educativo Scratch e que o uso desta ferramenta proporcionou um maior envolvimento e autonomia
dos alunos nas tarefas propostas.
The present study seeks to enhance the education of students with Intellectual Incapacity. Its
objective is to conceive a learning resource for students with Intellectual Incapacity, incorporating
the tools from Scratch; determine the viability of using said tools in a normal teaching environment
and promote the involvement of students with Intellectual Incapacity in tasks set for the subjects
Natural Sciences .
This investigation proposes to answer the following questions: (1) Is the use of Scratch an adequate
and viable tool for daily tasks for students with Intellectual Incapacity? (2) How can Scratch enhance
the involvement of students with Intellectual Incapacity in the fulfillment of set tasks? With this
purpose, we planned two…
Advisors/Committee Members: Pinto, José Alexandre da Silva, Mascarenhas, Daniela Filipa Martinho.
Subjects/Keywords: Software educativo Scratch; Necessidades educativas especiais; Incapacidade intelectual; Envolvimento; Educational software Scratch; Special educational needs; Intellectual Incapacity; Participation
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APA ·
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Export
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APA (6th Edition):
Elias, C. A. d. S. (2015). Ensinar ciências a alunos com incapacidade intelectual recorrendo ao software Scratch: um estudo de caso. (Thesis). Instituto Politécnico do Porto. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/7727
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Elias, Carla Alexandra da Silva. “Ensinar ciências a alunos com incapacidade intelectual recorrendo ao software Scratch: um estudo de caso.” 2015. Thesis, Instituto Politécnico do Porto. Accessed January 17, 2021.
http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/7727.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Elias, Carla Alexandra da Silva. “Ensinar ciências a alunos com incapacidade intelectual recorrendo ao software Scratch: um estudo de caso.” 2015. Web. 17 Jan 2021.
Vancouver:
Elias CAdS. Ensinar ciências a alunos com incapacidade intelectual recorrendo ao software Scratch: um estudo de caso. [Internet] [Thesis]. Instituto Politécnico do Porto; 2015. [cited 2021 Jan 17].
Available from: http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/7727.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Elias CAdS. Ensinar ciências a alunos com incapacidade intelectual recorrendo ao software Scratch: um estudo de caso. [Thesis]. Instituto Politécnico do Porto; 2015. Available from: http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/7727
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Univerzitet u Beogradu
18.
Dimitrijević, Sonja, 1985-, 27608423.
Softverska upotrebljivost i metrike sistema zasnovanih na
OBI specifikaciji.
Degree: Fakultet organizacionih nauka, 2020, Univerzitet u Beogradu
URL: https://fedorabg.bg.ac.rs/fedora/get/o:21010/bdef:Content/get
► Tehničke nauke - Softversko inženjerstvo / Technical Sciences - Software Engineering
Otvoreni bedževi su obećavajuća edukativna tehnologija za priznavanje postignuća, veštine, kvaliteta ili interesa pojedinca…
(more)
▼ Tehničke nauke - Softversko inženjerstvo /
Technical Sciences - Software Engineering
Otvoreni bedževi su obećavajuća edukativna
tehnologija za priznavanje postignuća, veštine, kvaliteta ili
interesa pojedinca ili grupe. Poslednjih godina, pojavio se veći
broj softverskih sistema zasnovanih na Infrastrukturi Otvorenih
bedževa (eng. Open Badges Infrastructure - OBI) koji podržavaju
različite prakse nastave/učenja i izdavanja bedževa. Međutim,
njihova upotrebljivost u konkretnom edukativnom okruženju može
značajno da varira. To nastavnicima donosi velike izazove prilikom
odabira jednog ovakvog sistema za konkretnu edukativnu primenu.
Cilj ovog istraživanja je da predloži potencijalne metrike
upotrebljivosti - opšte i tehnološki-specifične za sisteme
zasnovane na OBI specifikaciji, koje se mogu koristiti efektivno
prilikom odabira ove edukativne tehnologije. Glavni rezultat
istraživanja je metodološki okvir koji je obuhvatio standardne
opšte metrike upotrebljivosti (npr., ocena opažene upotrebljivosti
na osnovu Skale Upotrebljivosti Sistema) i određene
tehnološki-specifične metrike upotrebljivosti koje su razvijene u
okviru istraživanja (npr., ocena lakoće deljenja bedževa, ocena
zadovoljstva podrškom za kreiranje bedževa, itd.). Predloženi
pristup je ispitan u empirijskoj studiji zasnovanoj na mešovitom
metodu istraživanja. Rezultati studije su obezbedili dokaze o
efektivnosti pristupa u datom kontekstu. Pokazalo se da su
predložene kategorije metrika komplementarne i da su metrike
diferencirale evaluirane sisteme na zadovoljavajući način. Uz to,
rezultati kvalitativne evaluacije su otkrili glavne probleme
upotrebljivosti evaluiranih sistema. Pristup se može primeniti u
različitim edukativnim okruženjima s obzirom na to da su predložene
metrike relativno jednostavne za prikupljanje i
interpretaciju.
Advisors/Committee Members: Devedžić, Vladan, 1959-, 12522855.
Subjects/Keywords: Software quality; Software usability; Evaluation;
Metrics; Microcredentials; Open Badges; Open Badges Infrastructure;
Open Badges Specification; Educational technology; Educational
technology selection
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APA (6th Edition):
Dimitrijević, Sonja, 1985-, 2. (2020). Softverska upotrebljivost i metrike sistema zasnovanih na
OBI specifikaciji. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:21010/bdef:Content/get
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Dimitrijević, Sonja, 1985-, 27608423. “Softverska upotrebljivost i metrike sistema zasnovanih na
OBI specifikaciji.” 2020. Thesis, Univerzitet u Beogradu. Accessed January 17, 2021.
https://fedorabg.bg.ac.rs/fedora/get/o:21010/bdef:Content/get.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Dimitrijević, Sonja, 1985-, 27608423. “Softverska upotrebljivost i metrike sistema zasnovanih na
OBI specifikaciji.” 2020. Web. 17 Jan 2021.
Vancouver:
Dimitrijević, Sonja, 1985- 2. Softverska upotrebljivost i metrike sistema zasnovanih na
OBI specifikaciji. [Internet] [Thesis]. Univerzitet u Beogradu; 2020. [cited 2021 Jan 17].
Available from: https://fedorabg.bg.ac.rs/fedora/get/o:21010/bdef:Content/get.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Dimitrijević, Sonja, 1985- 2. Softverska upotrebljivost i metrike sistema zasnovanih na
OBI specifikaciji. [Thesis]. Univerzitet u Beogradu; 2020. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:21010/bdef:Content/get
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
19.
Manos, Konstantinos.
Ενσωμάτωση γνωστικών θεωριών αιτιολόγησης και απομνημόνευσης σε λογισμικό ευφυών εκπαιδευτικών παιχνιδιών εικονικής πραγματικότητας.
Degree: 2011, University of Piraeus (UNIPI); Πανεπιστήμιο Πειραιώς
URL: http://hdl.handle.net/10442/hedi/34585
► The main goal of this thesis was to find a way to enhance the student modeling techniques used by educational software. To accomplish this task…
(more)
▼ The main goal of this thesis was to find a way to enhance the student modeling techniques used by educational software. To accomplish this task a set of necessary tools was created which would provide the base for a test environment and an evaluation platform.These tools included an Intelligent Tutoring System (ITS) masked as a Virtual Reality Game called VR-Engage and an authoring tool for that system called VR-Integate.In VR-Engage the student was asked to explore 4 different virtual worlds in a quest to find the lost pages from the Book of Wisdom (Virvou et al, 2002). Each virtual world is linked to a different knowledge domain (Mathematics, Geography, Grammar and Spelling). In order to accomplish this task the student had to find his/her way out of 4 labyrinths by opening doors guarded by virtual dragons. To open each door the student had to answer a domain-specific question.In the process of creating VR-Engage it became apparent that an easy way was needed to be able to change the domain specific information/data of the game. The final goal was for teachers to be able to “feed” the virtual worlds with domain theory and questions, and to be able to customize the student’s experience, tailoring it to their respected needs. At that point VR-Integate was created (Virvou et all, 2002). VR-Integate started as plain authoring tool for the VR-Engage platform. The teacher could use it and easily generate/update/delete all the domain content for each of the different virtual worlds.The next step was to upgrade the system to be able to track the student’s performance in various different sectors. For that, different modules were created which helped generate the student’s educational model inside the virtual environment. These modules were able to track the quality of the student’s answers in various questions s/he faced, the difficulty s/he might had to navigate through the virtual environment (Virvou et all, 2002), and even measure how focused on the game a student was.By applying these techniques, a robust educational platform has been created. The final platform via the use of the authoring tools was flexible, dynamic and easily adaptable to fit the needs of any teacher. The resulting tools were extremely easy to learn how to use, requiring only minimum effort from the teacher.During the evaluation process of the VR-Engage platform, a serious problem appeared. Whenever a teacher was creating a new domain-specific world, s/he had to test its effectiveness by letting the students play it. There was no way to have any kind of evaluation information in advance and before releasing the lesson to the students. The solution to this problem came from the Cognitive Psychology sector.Based on the initial research conducted by Ebbinghaus (1998), the student model was enhanced by extending the system to be able to track the memory retention capabilities of the students.Using this new module, the creation of Virtual Agents that could actually “play” the game, simulating different students (depending on the profile they were using)…
Subjects/Keywords: Διαδικτυακό εκπαιδευτικό λογισμικό; Αλγόριθμοι τεχνητής νοημοσύνης; Διαδικτυακό εκπαιδευτικό παιχνίδι; Educational software; Artificial intelligence; Educational games
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APA ·
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APA (6th Edition):
Manos, K. (2011). Ενσωμάτωση γνωστικών θεωριών αιτιολόγησης και απομνημόνευσης σε λογισμικό ευφυών εκπαιδευτικών παιχνιδιών εικονικής πραγματικότητας. (Thesis). University of Piraeus (UNIPI); Πανεπιστήμιο Πειραιώς. Retrieved from http://hdl.handle.net/10442/hedi/34585
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Manos, Konstantinos. “Ενσωμάτωση γνωστικών θεωριών αιτιολόγησης και απομνημόνευσης σε λογισμικό ευφυών εκπαιδευτικών παιχνιδιών εικονικής πραγματικότητας.” 2011. Thesis, University of Piraeus (UNIPI); Πανεπιστήμιο Πειραιώς. Accessed January 17, 2021.
http://hdl.handle.net/10442/hedi/34585.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Manos, Konstantinos. “Ενσωμάτωση γνωστικών θεωριών αιτιολόγησης και απομνημόνευσης σε λογισμικό ευφυών εκπαιδευτικών παιχνιδιών εικονικής πραγματικότητας.” 2011. Web. 17 Jan 2021.
Vancouver:
Manos K. Ενσωμάτωση γνωστικών θεωριών αιτιολόγησης και απομνημόνευσης σε λογισμικό ευφυών εκπαιδευτικών παιχνιδιών εικονικής πραγματικότητας. [Internet] [Thesis]. University of Piraeus (UNIPI); Πανεπιστήμιο Πειραιώς; 2011. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10442/hedi/34585.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Manos K. Ενσωμάτωση γνωστικών θεωριών αιτιολόγησης και απομνημόνευσης σε λογισμικό ευφυών εκπαιδευτικών παιχνιδιών εικονικής πραγματικότητας. [Thesis]. University of Piraeus (UNIPI); Πανεπιστήμιο Πειραιώς; 2011. Available from: http://hdl.handle.net/10442/hedi/34585
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Cleveland State University
20.
Suarez Caraballo, Lisa M.
Using Online Mathematics Skills Games To Promote
Automaticity.
Degree: PhD, College of Education and Human Services, 2014, Cleveland State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=csu1426793987
► The purpose of this study was to understand how the amount of time students spend playing math skills games online affects their engagement and automaticity…
(more)
▼ The purpose of this study was to understand how the
amount of time students spend playing math skills games online
affects their engagement and automaticity with adding integers.
This study sought to develop a deeper understanding of how playing
online math skills games on the Internet against peers influenced
the automatic recall of basic integer facts among high school
students, how students’ prior knowledge of basic addition and
subtraction facts influenced their automaticity adding basic
integers, and how playing math skills games on the Internet
influenced student engagement to practice.Three Algebra 1 classes
with 39 ninth grade students at an urban high school in the Midwest
were assigned to one of two practice groups; traditional flashcard
practice using the computer, and integer addition practice using an
integer addition game on the Arcademics website against other
students in the class. This study measured student engagement
practicing basic integer addition facts with an eGameFlow survey.
Achievement was measured using a gain score calculated from pre and
posttests of student knowledge of basic integer addition facts.
Student scores on basic addition and subtraction facts were
compared in order to determine if student recall of basic integer
facts was mediated by whether or not students previously mastered
their basic addition and subtraction facts. Mann-Whitney U and
linear regression were used to analyze the various research
questions proposed in this study. Results demonstrate the rates of
correct responses and engagement increases with use of online
skills games as compared to students using the skill building
technique of flashcards on the computer.
Advisors/Committee Members: Goodell, Joanne (Committee Chair).
Subjects/Keywords: Educational Technology; Mathematics Education; Technology; Education; Educational Software; mathematics; skills; automaticity; games; gender; social games
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APA ·
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APA (6th Edition):
Suarez Caraballo, L. M. (2014). Using Online Mathematics Skills Games To Promote
Automaticity. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1426793987
Chicago Manual of Style (16th Edition):
Suarez Caraballo, Lisa M. “Using Online Mathematics Skills Games To Promote
Automaticity.” 2014. Doctoral Dissertation, Cleveland State University. Accessed January 17, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=csu1426793987.
MLA Handbook (7th Edition):
Suarez Caraballo, Lisa M. “Using Online Mathematics Skills Games To Promote
Automaticity.” 2014. Web. 17 Jan 2021.
Vancouver:
Suarez Caraballo LM. Using Online Mathematics Skills Games To Promote
Automaticity. [Internet] [Doctoral dissertation]. Cleveland State University; 2014. [cited 2021 Jan 17].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1426793987.
Council of Science Editors:
Suarez Caraballo LM. Using Online Mathematics Skills Games To Promote
Automaticity. [Doctoral Dissertation]. Cleveland State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1426793987
21.
Μαρκαντωνάτος, Σταύρος.
Σχεδίαση, ανάπτυξη και αξιολόγηση εκπαιδευτικού λογισμικού για τη διδασκαλία της έννοιας της μεταβλητής στην Πληροφορική.
Degree: 2014, University of Patras
URL: http://hdl.handle.net/10889/8223
► Σκοπός της παρούσας διπλωματικής εργασίας είναι η σχεδίαση, ανάπτυξη και αξιολόγηση εκπαιδευτικού λογισμικού για τη διδασκαλία της έννοιας της μεταβλητής στην Πληροφορική. Το λογισμικό που…
(more)
▼ Σκοπός της παρούσας διπλωματικής εργασίας είναι η σχεδίαση, ανάπτυξη και αξιολόγηση εκπαιδευτικού λογισμικού για τη διδασκαλία της έννοιας της μεταβλητής στην Πληροφορική. Το λογισμικό που υλοποιήθηκε, περιλαμβάνει δραστηριότητες που έχουν στόχο να εμπλέξουν ενεργητικά το μαθητή και να τον οδηγήσουν στην κατανόηση της χρήσης της έννοιας της μεταβλητής. Τα αποτελέσματα της έρευνας ήταν θετικά, καθώς φάνηκε πως η χρήση της αναλογίας που επιλέχθηκε ήταν επιτυχημένη, αφού με τη χρήση της οι μαθητές φάνηκαν να ξεπερνούν τις παρανοήσεις που αρχικά είχαν αλλά και διευκολύνθηκαν στη βαθύτερη κατανόηση της έννοιας. Επίσης η web-based σχεδίασή του αλλά και οι δραστηριότητες που επελέγησαν έδωσαν το κίνητρο στους μαθητές να ασχοληθούν και να κατανοήσουν τελικά καλύτερα, σε σχέση με τους μαθητές που διδάχθηκαν με τον κλασικό τρόπο διδασκαλίας που προτείνεται στο σχολικό εγχειρίδιο.
The purpose of this dissertation is to design, implement and evaluate educational software for the teaching of the programming variable concept. The software which was designed includes activities that have the purpose to contribute the pupils and help them understand the specific concept. The results of the research showed that the analogy implemented through the software, helped the pupils to overcome their misconceptions and deeply understand the concept of the programming variable. Also, the web-based design and the activities motivated the pupils and gave them the chance to learn and understand deeper than the pupils who were taught with the suggested way through the school book.
Advisors/Committee Members: Παναγιωτακόπουλος, Χρήστος, Μαρκαντωνάτος, Σταύρος, Παναγιωτακόπουλος, Χρήστος, Βερύκιος, Βασίλειος, Μαρκόπουλος, Χρήστος.
Subjects/Keywords: Εκπαιδευτικό λογισμικό; Πληροφορική; Μεταβλητές; 005.107 12; Educational software; Informatics; Programming variables
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APA ·
Chicago ·
MLA ·
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CSE |
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Μαρκαντωνάτος, . (2014). Σχεδίαση, ανάπτυξη και αξιολόγηση εκπαιδευτικού λογισμικού για τη διδασκαλία της έννοιας της μεταβλητής στην Πληροφορική. (Masters Thesis). University of Patras. Retrieved from http://hdl.handle.net/10889/8223
Chicago Manual of Style (16th Edition):
Μαρκαντωνάτος, Σταύρος. “Σχεδίαση, ανάπτυξη και αξιολόγηση εκπαιδευτικού λογισμικού για τη διδασκαλία της έννοιας της μεταβλητής στην Πληροφορική.” 2014. Masters Thesis, University of Patras. Accessed January 17, 2021.
http://hdl.handle.net/10889/8223.
MLA Handbook (7th Edition):
Μαρκαντωνάτος, Σταύρος. “Σχεδίαση, ανάπτυξη και αξιολόγηση εκπαιδευτικού λογισμικού για τη διδασκαλία της έννοιας της μεταβλητής στην Πληροφορική.” 2014. Web. 17 Jan 2021.
Vancouver:
Μαρκαντωνάτος . Σχεδίαση, ανάπτυξη και αξιολόγηση εκπαιδευτικού λογισμικού για τη διδασκαλία της έννοιας της μεταβλητής στην Πληροφορική. [Internet] [Masters thesis]. University of Patras; 2014. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10889/8223.
Council of Science Editors:
Μαρκαντωνάτος . Σχεδίαση, ανάπτυξη και αξιολόγηση εκπαιδευτικού λογισμικού για τη διδασκαλία της έννοιας της μεταβλητής στην Πληροφορική. [Masters Thesis]. University of Patras; 2014. Available from: http://hdl.handle.net/10889/8223
22.
Γκορόγια, Αντιγόνη.
Αξιοποίηση λογισμικού κατηγορίας MBL για την διδασκαλία εννοιών.
Degree: 2011, University of Patras
URL: http://hdl.handle.net/10889/4920
► Στόχος της εργασίας είναι να δείξει ότι ένα Σύστημα Σύγχρονης Λήψης και Απεικόνισης [ΣΣΛΑ] ή αλλιώς Microcomputer Based Laboratory [MBL] είναι ευνοϊκό για την μάθηση…
(more)
▼ Στόχος της εργασίας είναι να δείξει ότι ένα Σύστημα Σύγχρονης Λήψης και Απεικόνισης [ΣΣΛΑ] ή αλλιώς Microcomputer Based Laboratory [MBL] είναι ευνοϊκό για την μάθηση εννοιών των φυσικών επιστημών, μέσω δημιουργικής διερεύνησης και συνδυάζοντας τον πειραματισμό με αντικείμενα του πραγματικού κόσμου. Αυτό πραγματοποιείται με την παρατήρηση ενδείξεων, με τη λήψη μετρήσεων και με την καταγραφή των μεγεθών που εξελίσσονται, σε πραγματικό χρόνο στην οθόνη του υπολογιστή με τη χρήση αισθητήρων και κατάλληλου λογισμικού, προσφέροντας έτσι μια καλή σύνδεση μεταξύ των φαινομένων και πολλαπλών αναπαραστάσεων τους.
-
Advisors/Committee Members: Ζαγούρας, Χαράλαμπος, Gkorogia, Antigoni, Καββαδίας, Δημήτριος, Καζαντζής, Παναγιώτης.
Subjects/Keywords: Εκπαιδευτικό λογισμικό; 371.33; Educational software; Microcomruter Based Laboratory (MBL)
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APA ·
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APA (6th Edition):
Γκορόγια, . (2011). Αξιοποίηση λογισμικού κατηγορίας MBL για την διδασκαλία εννοιών. (Masters Thesis). University of Patras. Retrieved from http://hdl.handle.net/10889/4920
Chicago Manual of Style (16th Edition):
Γκορόγια, Αντιγόνη. “Αξιοποίηση λογισμικού κατηγορίας MBL για την διδασκαλία εννοιών.” 2011. Masters Thesis, University of Patras. Accessed January 17, 2021.
http://hdl.handle.net/10889/4920.
MLA Handbook (7th Edition):
Γκορόγια, Αντιγόνη. “Αξιοποίηση λογισμικού κατηγορίας MBL για την διδασκαλία εννοιών.” 2011. Web. 17 Jan 2021.
Vancouver:
Γκορόγια . Αξιοποίηση λογισμικού κατηγορίας MBL για την διδασκαλία εννοιών. [Internet] [Masters thesis]. University of Patras; 2011. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10889/4920.
Council of Science Editors:
Γκορόγια . Αξιοποίηση λογισμικού κατηγορίας MBL για την διδασκαλία εννοιών. [Masters Thesis]. University of Patras; 2011. Available from: http://hdl.handle.net/10889/4920
23.
Δημητρέλλου, Μαρία.
Η διδασκαλία του δυαδικού συστήματος με χρήση κατάλληλου εκπαιδευτικού λογισμικού : μια μελέτη περίπτωσης.
Degree: 2011, University of Patras
URL: http://hdl.handle.net/10889/5091
► Στην εργασία αυτή προσπαθήσαμε να διερευνήσουμε τις μαθησιακές επιδράσεις κατάλληλα κατασκευασμένου λογισμικού με χώρο αναφοράς το Δυαδικό Σύστημα. Το λογισμικό κατασκευάστηκε σε HTML και για…
(more)
▼ Στην εργασία αυτή προσπαθήσαμε να διερευνήσουμε τις μαθησιακές επιδράσεις κατάλληλα κατασκευασμένου λογισμικού με χώρο αναφοράς το Δυαδικό Σύστημα. Το λογισμικό κατασκευάστηκε σε HTML και για τις ασκήσεις χρησιμοποιήθηκε το λογισμικό ProProfs. Παράλληλα εξετάσαμε τις δυνατότητες που προσφέρουν σύγχρονα διαδικτυακά εργαλεία στη δημιουργία λογισμικού και ιδιαίτερα ασκήσεων συνδεδεμένων με ιστοσελίδες πληροφοριών. Τα αποτελέσματα έδειξαν ότι το λογισμικό βοήθησε το δείγμα των 31 μαθητών, που χρησιμοποιήθηκε στην έρευνα, να μάθουν καλύτερα τις έννοιες του περιεχομένου. Σε αυτό βοήθησαν διάφοροι παράγοντες, οι οποίοι αναλύονται στην εργασία.
In this study we tried to investigate the learning effects of a properly engineered software based on binary system. The software built into HTML and for the exercises ProProfs software was used. Furthermore, we examined the potential of modern online tools to create software and specially exercises linked to information pages. The results showed that the software helped the sample of 31 students that was used in the study, to learn better the concepts of the content. In this helped a number of factors that are analyzed in the study.
Advisors/Committee Members: Παναγιωτακόπουλος, Χρήστος, Dimitrellou, Maria, Ράγγος, Όμηρος, Πιντέλας, Παναγιώτης.
Subjects/Keywords: Δυαδικό σύστημα; Εκπαιδευτικό λογισμικό; 371.334; Binary system; Educational software
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APA ·
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Export
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Manager
APA (6th Edition):
Δημητρέλλου, . (2011). Η διδασκαλία του δυαδικού συστήματος με χρήση κατάλληλου εκπαιδευτικού λογισμικού : μια μελέτη περίπτωσης. (Masters Thesis). University of Patras. Retrieved from http://hdl.handle.net/10889/5091
Chicago Manual of Style (16th Edition):
Δημητρέλλου, Μαρία. “Η διδασκαλία του δυαδικού συστήματος με χρήση κατάλληλου εκπαιδευτικού λογισμικού : μια μελέτη περίπτωσης.” 2011. Masters Thesis, University of Patras. Accessed January 17, 2021.
http://hdl.handle.net/10889/5091.
MLA Handbook (7th Edition):
Δημητρέλλου, Μαρία. “Η διδασκαλία του δυαδικού συστήματος με χρήση κατάλληλου εκπαιδευτικού λογισμικού : μια μελέτη περίπτωσης.” 2011. Web. 17 Jan 2021.
Vancouver:
Δημητρέλλου . Η διδασκαλία του δυαδικού συστήματος με χρήση κατάλληλου εκπαιδευτικού λογισμικού : μια μελέτη περίπτωσης. [Internet] [Masters thesis]. University of Patras; 2011. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10889/5091.
Council of Science Editors:
Δημητρέλλου . Η διδασκαλία του δυαδικού συστήματος με χρήση κατάλληλου εκπαιδευτικού λογισμικού : μια μελέτη περίπτωσης. [Masters Thesis]. University of Patras; 2011. Available from: http://hdl.handle.net/10889/5091
24.
Αποστολοπούλου, Δήμητρα.
Οι θεωρίες μάθησης και η ενσωμάτωσή τους στο εκπαιδευτικό λογισμικό.
Degree: 2012, University of Patras
URL: http://hdl.handle.net/10889/5309
► Στην παρούσα Διπλωματική Εργασία μελετώνται οι Θεωρίες Μάθησης συσχετιζόμενες με την ενσωμάτωση τους στο Εκπαιδευτικό Λογισμικό. Η διαπραγμάτευση των Θεωριών Μάθησης γίνεται σύμφωνα με την…
(more)
▼ Στην παρούσα Διπλωματική Εργασία μελετώνται οι Θεωρίες Μάθησης συσχετιζόμενες με την ενσωμάτωση τους στο Εκπαιδευτικό Λογισμικό. Η διαπραγμάτευση των Θεωριών Μάθησης γίνεται σύμφωνα με την εξελικτική πορεία των διαφόρων θέσεων της Παιδαγωγικής Ψυχολογίας. Παρουσιάζονται οι κυριότερες Θεωρίες Μάθησης ως προς την αξιοποίησή τους στα εκπαιδευτικά προγράμματα, προσδιορίζονται τα χαρακτηριστικά τους και γίνεται προσπάθεια εξαγωγής κριτηρίων ώστε να κατηγοριοποιηθούν με βάση τη Θεωρία ή τις Θεωρίες που έχουν εφαρμοστεί κατά την ανάπτυξή τους.
Κύριο ερευνητικό ερώτημα της εργασίας είναι το πώς οι Θεωρίες της Συμπεριφοράς, οι Γνωστικές Θεωρίες και οι Θεωρίες Οικοδόμησης της Γνώσης μπορούν να αξιοποιηθούν στην ανάπτυξη των Εκπαιδευτικού Λογισμικού. Επίσης, με βάση διακριτά κριτήρια να ανιχνευτούν οι Θεωρίες Μάθησης που είναι ενσωματωμένες στα κυριότερα εκπαιδευτικά προγράμματα, τα οποία προσφέρονται για χρήση από το ΥΠΔΒΜΘ και το Παιδαγωγικό Ινστιτούτο.
Στην εργασία έγινε αρχικά μία προσπάθεια, με βάση την υπάρχουσα βιβλιογραφία, να δημιουργηθούν κριτήρια μέσα από τα οποία ανιχνεύεται η ενσωμάτωση των Θεωριών Μάθησης στο Εκπαιδευτικό Λογισμικό. Κατόπιν, πραγματοποιήθηκε μία κυρίως ποσοτική αλλά και ποιοτική έρευνα η οποία επιτρέπει στην ομάδα – στόχο, όπου στην παρούσα εργασία αποτελείται από εκπαιδευτικούς δευτεροβάθμιας εκπαίδευσης θετικών επιστημών, οι οποίοι επιμορφώνονται στο Β’ επίπεδο για την αξιοποίηση και εφαρμογή των ΤΠΕ στη διδακτική πράξη, να εκφράσουν τις απόψεις τους για τα υπό μελέτη εκπαιδευτικά προγράμματα, απαντώντας σε συγκεκριμένο μέσο συλλογής δεδομένων για την κατάταξή τους με βάση τη Θεωρία Μάθησης ή τις Θεωρίες Μάθησης που αξιοποιούν.
Τα εκπαιδευτικά προγράμματα του ΥΠΔΒΜΘ - Παιδαγωγικού Ινστιτούτου τα οποία μελετήθηκαν ως προς τις Θεωρίες Μάθησης που αξιοποιούν, πραγματεύονται την ύλη των βασικών μαθημάτων Δευτεροβάθμιας Εκπαίδευσης: των Μαθηματικών, της Φυσικής και της Χημείας. Η επιλογή τους βασίστηκε στο γεγονός ότι τα περισσότερα από αυτά αποτελούν το βασικό εκπαιδευτικό λογισμικό, που το Υπουργείο Παιδείας Δια Βίου Μάθησης και Θρησκευμάτων και το Παιδαγωγικό Ινστιτούτο προτείνει για χρήση στα σχολεία και τα οποία χρησιμοποιούνται στην Επιμόρφωση των Εκπαιδευτικών για την Αξιοποίηση και την Εφαρμογή των ΤΠΕ στην Διδακτική Πράξη (Β’ επίπεδο).
Μέσα από την εργασία αυτή καταβλήθηκε προσπάθεια να δημιουργήσουμε λειτουργικά κριτήρια, δηλαδή εργαλεία, μέσα από τα οποία θα μπορεί να κατηγοριοποιηθεί το Εκπαιδευτικό Λογισμικό με βάση τις εμπεριεχόμενες Θεωρίες Μάθησης και αφετέρου να διαπιστωθεί το ποιες από τις Θεωρίες Μάθησης εμπεριέχονται στα υπό εξέταση Εκπαιδευτικά Λογισμικά.
In the present thesis Learning Theories are studied in relation to their integration to the Educational Software. Learning theories are viewed from the perspective of the evolution of the various theories of Pedagogical Psychology. The most prominent learning theories are presented according to their utilization in the educational programs, their characteristics are specified and criteria are extracted in order for them…
Advisors/Committee Members: Παναγιωτακόπουλος, Χρήστος, Apostolopoulou, Dimitra, Πιντέλας, Παναγιώτης, Ράγγος, Όμηρος.
Subjects/Keywords: Θεωρίες μάθησης; Εκπαιδευτικό λογισμικό; Learning theories; Educational software
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APA (6th Edition):
Αποστολοπούλου, . (2012). Οι θεωρίες μάθησης και η ενσωμάτωσή τους στο εκπαιδευτικό λογισμικό. (Masters Thesis). University of Patras. Retrieved from http://hdl.handle.net/10889/5309
Chicago Manual of Style (16th Edition):
Αποστολοπούλου, Δήμητρα. “Οι θεωρίες μάθησης και η ενσωμάτωσή τους στο εκπαιδευτικό λογισμικό.” 2012. Masters Thesis, University of Patras. Accessed January 17, 2021.
http://hdl.handle.net/10889/5309.
MLA Handbook (7th Edition):
Αποστολοπούλου, Δήμητρα. “Οι θεωρίες μάθησης και η ενσωμάτωσή τους στο εκπαιδευτικό λογισμικό.” 2012. Web. 17 Jan 2021.
Vancouver:
Αποστολοπούλου . Οι θεωρίες μάθησης και η ενσωμάτωσή τους στο εκπαιδευτικό λογισμικό. [Internet] [Masters thesis]. University of Patras; 2012. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10889/5309.
Council of Science Editors:
Αποστολοπούλου . Οι θεωρίες μάθησης και η ενσωμάτωσή τους στο εκπαιδευτικό λογισμικό. [Masters Thesis]. University of Patras; 2012. Available from: http://hdl.handle.net/10889/5309
25.
Μπουζούκος, Γεώργιος.
Εκπαιδευτικό λογισμικό συγγραφής ψευδοκώδικα και σύνδεσή του με τις γλώσσες προγραμματισμού Basic & Pascal.
Degree: 2008, University of Patras
URL: http://nemertes.lis.upatras.gr/jspui/handle/10889/1131
► Η παρούσα διπλωματική εργασία με θέμα: «Εκπαιδευτικό Λογισμικό Συγγραφής Ψευδοκώδικα και Σύνδεσή του με τις Γλώσσες Προγραμματισμού Basic & Pascal» εκπονήθηκε στα πλαίσια του μεταπτυχιακού…
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▼ Η παρούσα διπλωματική εργασία με θέμα: «Εκπαιδευτικό Λογισμικό Συγγραφής Ψευδοκώδικα και Σύνδεσή του με τις Γλώσσες Προγραμματισμού Basic & Pascal» εκπονήθηκε στα πλαίσια του μεταπτυχιακού προγράμματος με τίτλο: «Υπολογιστικά Μαθηματικά και Πληροφορική» με κατεύθυνση στις «Τεχνολογίες Πληροφοριών στην Εκπαίδευση», του τμήματος Μαθηματικών του Πανεπιστημίου Πατρών.
Η εφαρμογή του λογισμικού ψευδοκώδικα που κατασκευάστηκε αποτελεί ένα δικτυακό εργαλείο ανοικτής εκπαίδευσης για το μάθημα της πληροφορικής, που ως στόχο έχει να εισάγει τους μαθητές γυμνασίου στην αλγοριθμική σκέψη και τη δόμηση των αλγορίθμων για την επίλυση προβλημάτων καθώς και στις βασικές έννοιες του προγραμματισμού των ηλεκτρονικών υπολογιστών, χωρίς τη χρήση αυστηρής γλώσσας, αλλά της ψευδογλώσσας και των γενικών κανόνων της.
Καθ΄ όλα τα στάδια συγγραφής της εργασίας και σε τακτά χρονικά διαστήματα πραγματοποιήθηκε η λεγόμενη διαμορφωτική αξιολόγηση για την εκτίμηση των αναγκών του λογισμικού και τον καθορισμό της δομής του, με τη βοήθεια δύο καθηγητών πληροφορικής μέσης εκπαίδευσης, αλλά και του επιβλέποντα καθηγητή κ.Παναγιωτακόπουλου Χ.
Στην εργασία αρχικά γίνεται λόγος γενικά για τα εκπαιδευτικά λογισμικά, δηλαδή τι είναι, που αποσκοπούν και πως βοηθούν στη διαδικασία της μάθησης και στη συνέχεια αναλυτική αναφορά στο λογισμικό ψευδοκώδικα που κατασκευάστηκε, στη δομή του και γιατί επιλέχθηκε αυτή, σε ποιες σχολικές βαθμίδες-τάξεις αναφέρεται, στους επιδιωκόμενους στόχους και τα οφέλη από τη χρήση του.
Στο δεύτερο μέρος της εργασίας γίνεται αναφορά στον τρόπο κατασκευής της εφαρμογής και στις τεχνολογίες που χρησιμοποιήθηκαν για τη δόμησή της, δηλαδή στις γλώσσες Html, Vbscript, JavaScript και στους λόγους για τους οποίους επιλέχθηκαν αυτές οι συγκεκριμένες γλώσσες προγραμματισμού.
Στη συνέχεια, η επόμενη ενότητα της εργασίας αφορά τους αλγορίθμους, τους τρόπους με τους οποίους εκτελείται ένα πλήθος εντολών κάθε φορά, δηλαδή τις αλγοριθμικές δομές και τις γλώσσες προγραμματισμού που διευκολύνουν την ακριβή διατύπωση των αλγορίθμων. Σε κάθε ενότητα δίνονται αντίστοιχα παραδείγματα.
Ακολούθως, γίνεται μια πρώτη προσπάθεια αξιολόγησης του λογισμικού και εξαγωγής κάποιων συμπερασμάτων, που προέκυψαν από παρατηρήσεις κατά τη δοκιμή του σε μαθητές σε εργαστηριακό περιβάλλον, αλλά και από προσωπικές συνεντεύξεις σε καθηγητές μέσης εκπαίδευσης.
Στα συμπεράσματα που ακολουθούν, το λογισμικό ψευδοκώδικα αξιολογείται σε γενικές γραμμές και εντοπίζονται επιμέρους ελλείψεις από τους αξιολογητές.
Στο τέλος αυτής της εργασίας, επισυνάπτονται δύο ξεχωριστά παραρτήματα, ένας λεπτομερής οδηγός εγκατάστασης και χρήσης του λογισμικού ψευδοκώδικα (1ο παράρτημα) και έπειτα ο πλήρης κώδικας της εφαρμογής (2ο παράρτημα), χωρίς επιμέρους σχόλια.
The present diplomatic project on the subject: “Educational Software of Writing Pseudocode and his Connection with the Programming Languages of Basic and Pascal” were worked out in the frames of the postgraduate program titled: “Computational Mathematics and Informatics” with direction in the “Technologies…
Advisors/Committee Members: Παναγιωτακόπουλος, Χρήστος, Bouzoukos, George, Παναγιωτακόπουλος, Χρήστος, Ράγγος, Όμηρος, Ζαγούρας, Χαράλαμπος.
Subjects/Keywords: Εκπαιδευτικό λογισμικό; Ψευδοκώδικας; 005.133; Educational software; Pseudocode; Basic; Pascal; Vbsript
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APA ·
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APA (6th Edition):
Μπουζούκος, . (2008). Εκπαιδευτικό λογισμικό συγγραφής ψευδοκώδικα και σύνδεσή του με τις γλώσσες προγραμματισμού Basic & Pascal. (Masters Thesis). University of Patras. Retrieved from http://nemertes.lis.upatras.gr/jspui/handle/10889/1131
Chicago Manual of Style (16th Edition):
Μπουζούκος, Γεώργιος. “Εκπαιδευτικό λογισμικό συγγραφής ψευδοκώδικα και σύνδεσή του με τις γλώσσες προγραμματισμού Basic & Pascal.” 2008. Masters Thesis, University of Patras. Accessed January 17, 2021.
http://nemertes.lis.upatras.gr/jspui/handle/10889/1131.
MLA Handbook (7th Edition):
Μπουζούκος, Γεώργιος. “Εκπαιδευτικό λογισμικό συγγραφής ψευδοκώδικα και σύνδεσή του με τις γλώσσες προγραμματισμού Basic & Pascal.” 2008. Web. 17 Jan 2021.
Vancouver:
Μπουζούκος . Εκπαιδευτικό λογισμικό συγγραφής ψευδοκώδικα και σύνδεσή του με τις γλώσσες προγραμματισμού Basic & Pascal. [Internet] [Masters thesis]. University of Patras; 2008. [cited 2021 Jan 17].
Available from: http://nemertes.lis.upatras.gr/jspui/handle/10889/1131.
Council of Science Editors:
Μπουζούκος . Εκπαιδευτικό λογισμικό συγγραφής ψευδοκώδικα και σύνδεσή του με τις γλώσσες προγραμματισμού Basic & Pascal. [Masters Thesis]. University of Patras; 2008. Available from: http://nemertes.lis.upatras.gr/jspui/handle/10889/1131
26.
Βλάχος, Αριστοτέλης.
Η χρήση της τεχνολογίας στη διδασκαλία εννοιών του απειροστικού λογισμού.
Degree: 2010, University of Patras
URL: http://nemertes.lis.upatras.gr/jspui/handle/10889/3496
► Στην παρούσα εργασία, στα πλαίσια της συζήτησης για την ένταξη των νέων τεχνολογιών στην εκπαίδευση, αναδεικνύουμε τα οφέλη από τη χρήση εκπαιδευτικών λογισμικών πακέτων στη…
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▼ Στην παρούσα εργασία, στα πλαίσια της συζήτησης για την ένταξη των νέων τεχνολογιών στην εκπαίδευση, αναδεικνύουμε τα οφέλη από τη χρήση εκπαιδευτικών λογισμικών πακέτων στη διδασκαλία των μαθηματικών στα σχολεία. Γίνεται αναφορά στα Λογισμικά Δυναμικής Γεωμετρίας (Dynamic Geometry Software) και στα Υπολογιστικά Συστήματα Άλγεβρας (Computer Algebra Systems) και τονίζεται η χρηστικότητα του ελεύθερου λογισμικού Geogebra στη διδασκαλία του Απειροστικού Λογισμού. Επιχειρούμε, τέλος, να περιγράψουμε την πρόσθετη παιδαγωγική αξία που μπορεί να προκύψει κατά τη διδασκαλία των εννοιών της παραγώγου, της εφαπτομένης, του ορισμένου ολοκληρώματος και του Θεμελιώδους Θεωρήματος του Λογισμού με τη χρήση κατάλληλων εκπαιδευτικών λογισμικών.
This paper is refered at the incorporation of digital technology in education of mathematics and emphasized at the capability that digital technology provides for investigated learning. At this level there is a reference at Dynamic Geometry Software and at Computer Algebra Systems and emphasized the facility of the free software Geoebra in teaching of Calculus. In particular it’s investigated the additional pedagogic value that could arise during the teaching procedure of the derivative, the tangent, the definite integral and the Fundamental theorem of calculus by the use of suitable educational software.
Advisors/Committee Members: Μαμωνά-Downs, Ιωάννα, Vlachos, Aristotelis, Πιντέλας, Παναγιώτης, Πατρώνης, Αναστάσιος.
Subjects/Keywords: Ψηφιακές τεχνολογίες; Εκπαιδευτικό λογισμικό; 510.78; Digital technologies; Educational software; Geogebra
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Βλάχος, . (2010). Η χρήση της τεχνολογίας στη διδασκαλία εννοιών του απειροστικού λογισμού. (Masters Thesis). University of Patras. Retrieved from http://nemertes.lis.upatras.gr/jspui/handle/10889/3496
Chicago Manual of Style (16th Edition):
Βλάχος, Αριστοτέλης. “Η χρήση της τεχνολογίας στη διδασκαλία εννοιών του απειροστικού λογισμού.” 2010. Masters Thesis, University of Patras. Accessed January 17, 2021.
http://nemertes.lis.upatras.gr/jspui/handle/10889/3496.
MLA Handbook (7th Edition):
Βλάχος, Αριστοτέλης. “Η χρήση της τεχνολογίας στη διδασκαλία εννοιών του απειροστικού λογισμού.” 2010. Web. 17 Jan 2021.
Vancouver:
Βλάχος . Η χρήση της τεχνολογίας στη διδασκαλία εννοιών του απειροστικού λογισμού. [Internet] [Masters thesis]. University of Patras; 2010. [cited 2021 Jan 17].
Available from: http://nemertes.lis.upatras.gr/jspui/handle/10889/3496.
Council of Science Editors:
Βλάχος . Η χρήση της τεχνολογίας στη διδασκαλία εννοιών του απειροστικού λογισμού. [Masters Thesis]. University of Patras; 2010. Available from: http://nemertes.lis.upatras.gr/jspui/handle/10889/3496
Lincoln University
27.
Abdul Rahim, Elin E.
Exploring a desktop virtual reality application for education: the perspectives of spatial knowledge acquisition and information integration.
Degree: 2013, Lincoln University
URL: http://hdl.handle.net/10182/5514
► Current practice in education encourages students to gain exposure in the real world through student visits (i.e., field trips) to sites such as process facilities…
(more)
▼ Current practice in education encourages students to gain exposure in the real world through student visits (i.e., field trips) to sites such as process facilities (for engineering students), forests (for forestry students) and islands (for landscape architecture students), in addition to traditional textbooks and lectures. This exposure helps students to experience real world situations and integrate this experience into knowledge learned in class. This is important to students in various disciplines such as engineering, architecture and transportation.
Students, however, have limited on-site access due to issues related to safety concerns, cost and effort. In an attempt to address such issues, Virtual Reality (VR) applications have been developed and implemented. With the growth in the number of VR applications, there is currently a lack of information about the design issues of VR applications, be it from the perspective of acquiring spatial understanding of complex environments or from the perspective of integrating different types of information related to the real world. This thesis aims to bridge this gap by evaluating VR applications with respect to these issues and highlights the lessons learned from the relevant evaluations.
The results demonstrate that VR application, which links different sources of information (as developed in this thesis), promotes better learning than conventional printed materials and that students perceived it positively as a valuable complement to a physical field trip. Further findings indicate that a cut-away map (i.e., 2.5D map) is an ideal approach to assist with spatial understanding of complex environments. The design recommendations for the development of similar VR learning applications are further discussed in this thesis.
Subjects/Keywords: virtual reality; educational software; spatial knowledge; navigation; integrated information
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APA ·
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APA (6th Edition):
Abdul Rahim, E. E. (2013). Exploring a desktop virtual reality application for education: the perspectives of spatial knowledge acquisition and information integration. (Thesis). Lincoln University. Retrieved from http://hdl.handle.net/10182/5514
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Abdul Rahim, Elin E. “Exploring a desktop virtual reality application for education: the perspectives of spatial knowledge acquisition and information integration.” 2013. Thesis, Lincoln University. Accessed January 17, 2021.
http://hdl.handle.net/10182/5514.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Abdul Rahim, Elin E. “Exploring a desktop virtual reality application for education: the perspectives of spatial knowledge acquisition and information integration.” 2013. Web. 17 Jan 2021.
Vancouver:
Abdul Rahim EE. Exploring a desktop virtual reality application for education: the perspectives of spatial knowledge acquisition and information integration. [Internet] [Thesis]. Lincoln University; 2013. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10182/5514.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Abdul Rahim EE. Exploring a desktop virtual reality application for education: the perspectives of spatial knowledge acquisition and information integration. [Thesis]. Lincoln University; 2013. Available from: http://hdl.handle.net/10182/5514
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
28.
Otroshi, Mohammad-Hossein.
L'usage des technologies de l'information et de la communication dans l'apprentissage de FLE : le cas des apprenants iraniens face aux logiciels éducatifs de FLE : The use of information and communication technology in the learning of French as a foreign language : the case of Iranian students faced with educational software of French.
Degree: Docteur es, Sciences du langage, 2013, Le Mans
URL: http://www.theses.fr/2013LEMA3011
► Ce travail est une contribution théorique, méthodologique et pratique à l’enseignement/ apprentissage des langues étrangères (spécialement du FLE) en utilisant les nouvelles technologies éducatives. L’émergence…
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▼ Ce travail est une contribution théorique, méthodologique et pratique à l’enseignement/ apprentissage des langues étrangères (spécialement du FLE) en utilisant les nouvelles technologies éducatives. L’émergence des technologies de l’information et de la communication a ouvert de nouveaux horizons en matière d’éducation qui s’est avéré utile pour la didactique des langues. Les Technologies de l’Information et de la Communication (TIC) suscitent des débats quant aux enjeux sociaux et philosophiques qu’elles engendrent ; la généralisation de leur usage a des retombées dans le domaine de la didactique des langues. Dans le cadre de cette recherche, nous étudions l’utilisation des technologies de l’information et de la communication dans l’apprentissage du FLE et spécialement l’usage des logiciels éducatifs destinés aux cours de français langue étrangère pour apprenants ir aniens. C’est-à-dire la mise en relation des étudiants avec les logiciels éducatifs de la langue. A cet égard, l’avènement de l’ordinateur dans la classe de langue n’invite-t-il pas à repenser ce que la distance provoque en termes de pratiques d’enseignement et d’apprentissage, d’usages technologiques, de dispositifs d’aide à l’apprentissage ? Nous parcourons d’abord les modèles généralistes d’apprentissage et leurs relations avec les logiciels éducatifs disponibles en essayant de faire relever les insuffisances constatées sur le terrain. L’analyse des éléments culturels (culture éducative, culture en sens général) du contexte ir anien nous permet de constater qu’un « outil à potentiel cognitif » comme logiciel a besoin de s’adapter aux réalités du contexte culturel d’utilisation et aux besoins interculturels du public cible. Une expérimentation sur le terrain nous donne la possibilité de vérifier les usages des outils et l’adaptation de ce type de support pédagogique au public visé. Cela nous amène à nous interroger sur l’efficacité des logiciels éducatifs au service de la langue étrangère dans les contextes culturels différents.
This work is a theoretical, methodological, and practical contribution to the teaching/ learning of foreign languages (especially of French as a foreign Language) using the new educational technologies. The emergence of technologies of information and communication has opened new horizons in terms of education which have proved useful for the teaching of languages. The Information and Communication Technologies (ICT) are of the discussion of the social and philosophical challenges they generate; the generalization of these technologies have spin-offs used in the field of the teaching of languages. In the framework of this research, we are considering the use of technologies of information and communication in the learning of French as a Foreign Language and especially the use of educational software intended for French courses for Ir anian students. That is to say, there is a relationship between students and language educational software. In this connection, does the introduction of the computer in the language class not…
Advisors/Committee Members: Bourdet, Jean-François (thesis director).
Subjects/Keywords: TIC; Logiciel éducatif; FLE; Culture; Interculturel; TIC; Educational software; Intercultural; 448.24
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APA (6th Edition):
Otroshi, M. (2013). L'usage des technologies de l'information et de la communication dans l'apprentissage de FLE : le cas des apprenants iraniens face aux logiciels éducatifs de FLE : The use of information and communication technology in the learning of French as a foreign language : the case of Iranian students faced with educational software of French. (Doctoral Dissertation). Le Mans. Retrieved from http://www.theses.fr/2013LEMA3011
Chicago Manual of Style (16th Edition):
Otroshi, Mohammad-Hossein. “L'usage des technologies de l'information et de la communication dans l'apprentissage de FLE : le cas des apprenants iraniens face aux logiciels éducatifs de FLE : The use of information and communication technology in the learning of French as a foreign language : the case of Iranian students faced with educational software of French.” 2013. Doctoral Dissertation, Le Mans. Accessed January 17, 2021.
http://www.theses.fr/2013LEMA3011.
MLA Handbook (7th Edition):
Otroshi, Mohammad-Hossein. “L'usage des technologies de l'information et de la communication dans l'apprentissage de FLE : le cas des apprenants iraniens face aux logiciels éducatifs de FLE : The use of information and communication technology in the learning of French as a foreign language : the case of Iranian students faced with educational software of French.” 2013. Web. 17 Jan 2021.
Vancouver:
Otroshi M. L'usage des technologies de l'information et de la communication dans l'apprentissage de FLE : le cas des apprenants iraniens face aux logiciels éducatifs de FLE : The use of information and communication technology in the learning of French as a foreign language : the case of Iranian students faced with educational software of French. [Internet] [Doctoral dissertation]. Le Mans; 2013. [cited 2021 Jan 17].
Available from: http://www.theses.fr/2013LEMA3011.
Council of Science Editors:
Otroshi M. L'usage des technologies de l'information et de la communication dans l'apprentissage de FLE : le cas des apprenants iraniens face aux logiciels éducatifs de FLE : The use of information and communication technology in the learning of French as a foreign language : the case of Iranian students faced with educational software of French. [Doctoral Dissertation]. Le Mans; 2013. Available from: http://www.theses.fr/2013LEMA3011
Edith Cowan University
29.
Count, Peter.
Utilising voice recognition software to improve reading fluency of struggling adolescent readers.
Degree: 2016, Edith Cowan University
URL: https://ro.ecu.edu.au/theses/1799
► Approximately 15-20% of secondary students in Australia experience reading difficulties. For many, the cognitive effort required to decode words or the lack of automaticity in…
(more)
▼ Approximately 15-20% of secondary students in Australia experience reading difficulties. For many, the cognitive effort required to decode words or the lack of automaticity in the elements that contribute to fluent reading prevents effective reading comprehension. Because reading comprehension is of critical importance across the curriculum, students with difficulties in this area are at significant academic risk.
One effective method of improving reading fluency is ‘repeated readings’ (NICHHD, 2000). The purpose of this study was to examine whether the use of repeated readings delivered via a home-based program employing voice recognition software (VRS) could improve the reading fluency and self-perception as readers of adolescent students experiencing reading difficulties. The intervention was designed to overcome the problems associated with delivering a repeated reading program within a secondary English classroom. These problems relate to the amount of time required to conduct such a program within the constraints of the existing curriculum, and the reluctance of students to participate in a program that would draw attention to their reading difficulties.
A treatment group participated in a home-based repeated reading program using VRS over a 20-week period and their results were compared to a comparison group who participated in a more traditional school-based repeated reading program. Reading fluency, comprehensions and reader self-perception were measured before and after the intervention. Data were analysed using descriptive statistics and case studies.
The intervention reported in this study resulted in improved reading rate, accuracy and comprehension for both the home-based treatment group and a school-based comparison group, with evidence of larger gains in the treatment group. The students’ perceptions of themselves as readers, however, did not show significant gains.
Subjects/Keywords: voice recognition software; adolescent literacy; reading fluency; Educational Methods
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APA ·
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APA (6th Edition):
Count, P. (2016). Utilising voice recognition software to improve reading fluency of struggling adolescent readers. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/1799
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Count, Peter. “Utilising voice recognition software to improve reading fluency of struggling adolescent readers.” 2016. Thesis, Edith Cowan University. Accessed January 17, 2021.
https://ro.ecu.edu.au/theses/1799.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Count, Peter. “Utilising voice recognition software to improve reading fluency of struggling adolescent readers.” 2016. Web. 17 Jan 2021.
Vancouver:
Count P. Utilising voice recognition software to improve reading fluency of struggling adolescent readers. [Internet] [Thesis]. Edith Cowan University; 2016. [cited 2021 Jan 17].
Available from: https://ro.ecu.edu.au/theses/1799.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Count P. Utilising voice recognition software to improve reading fluency of struggling adolescent readers. [Thesis]. Edith Cowan University; 2016. Available from: https://ro.ecu.edu.au/theses/1799
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Virginia Tech
30.
Ying, Tiancheng.
CandyFactory: Cloud-Based Educational Game for Teaching Fractions.
Degree: MS, Computer Science and Applications, 2019, Virginia Tech
URL: http://hdl.handle.net/10919/90218
► Providing services on the cloud has become universal. The term “Cloud-Based” indicates that the software application runs on a server computer and users access the…
(more)
▼ Providing services on the cloud has become universal. The term “Cloud-Based” indicates that the
software application runs on a server computer and users access the application by using a web browser anywhere and anytime. This thesis presents a cloud-based
educational game called CandyFactory to teach fractions. The users can use CandyFactory under a web browser on an Internet-connected tablet, laptop, or desktop computer with minimum 1024x768 screen resolution. User’s game performance data is recorded on the server computer regardless of which tablet, laptop, or desktop computer the user uses to play the game. Cloud-based CandyFactory has four kinds of users: Individual, Teacher, Student, Administrator. Individual users can play the game to learn fractions as well as generate performance reports. Teachers can create a course, automatically generate student accounts under a course, and generate performance reports for individual students or for the whole class. Students can play the game under the account provided by the teacher and view their performance reports. Administrator is a built-in account user for maintaining the cloud-based
software application. By developing the cloud-based CandyFactory
educational game, we provide the users a crossplatform and cross-computers solution which helps the teachers and students learn fractions more efficiently and effectively.
Advisors/Committee Members: Balci, Osman (committeechair), Norton, Anderson H. III (committee member), Gracanin, Denis (committee member).
Subjects/Keywords: Cloud software engineering; educational game; fractions; game-based learning; mathematics education
Record Details
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Record Details
Similar Records
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ying, T. (2019). CandyFactory: Cloud-Based Educational Game for Teaching Fractions. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/90218
Chicago Manual of Style (16th Edition):
Ying, Tiancheng. “CandyFactory: Cloud-Based Educational Game for Teaching Fractions.” 2019. Masters Thesis, Virginia Tech. Accessed January 17, 2021.
http://hdl.handle.net/10919/90218.
MLA Handbook (7th Edition):
Ying, Tiancheng. “CandyFactory: Cloud-Based Educational Game for Teaching Fractions.” 2019. Web. 17 Jan 2021.
Vancouver:
Ying T. CandyFactory: Cloud-Based Educational Game for Teaching Fractions. [Internet] [Masters thesis]. Virginia Tech; 2019. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10919/90218.
Council of Science Editors:
Ying T. CandyFactory: Cloud-Based Educational Game for Teaching Fractions. [Masters Thesis]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/90218
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Open Access Theses and Dissertations
