Master Projects & Major Papers

Permanent URI for this collectionhttps://hdl.handle.net/10155/77

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Diffusion in inhomogenous media
(2009-10-30) Bandola, Nicolas; Lewis, Gregory
This project considers the diffusion of water molecules through a cellular medium in which the cells are modeled by square compartments placed symmetrically in a square domain. We assume the diffusion process is governed by the 2D diffusion equations and the solution is provided by implementing the Crank-Nicolson scheme. These results are verified and illustrated to agree well with the finite element method using the Comsol Multiphysics package. The model is used to compute the values of the apparent diffusion coefficient, (ADC) which is a measure that is derived from diffusion weighted MRI data and can be used to identify, e.g., regions of ischemia in the brain. With our model, it is possible to examine how the value of the apparent diffusion coefficient is affected whenever the extracellular space is varied. We observe that the average distance that the water molecules travel in a definite time is highly dependent on the geometrical properties of the cellular media.
Reliability evaluation of the two bus interface controllers in the Darlington simulator
(2010-01-01) Le, Dong Khanh; Lu, Lixuan
The Darlington simulator is now two decades old and, in common with any nuclear simulator of a similar age, suffers the problem of parts aging and obsolescence. In the past, replacement parts were available from the original vendor, Canadian Aviation Electronics. This is no longer an option, as the vendor has shown no interest in continuing to supply spare parts. Over the years, the Simulator Services Department has undertaken several projects. These projects were carried out aiming at different goals: (i) solving the problem with spare parts scarcity, (ii) modifying the simulator to adapt it to increased usage requirements, or (iii) upgrading the simulator to improve its reliability. One such project is the re-design of the Bus Interface Controller used in the I/O system of the simulator. The Bus Interface Controller is probably the most important piece of hardware in the whole I/O system. As such, it is important that reliability evaluation of the new design be carried out. Reliability has become increasingly important in the design of engineering systems. The key factor driving this is the demand of the customers [6]. The Darlington simulator usage time has always been consistently high, sometimes reaching the level of continuous use during some periods of the past years. The increase usage requirement creates a demand for higher availability, while the allocated maintenance time has been cut back substantially. The only way to meet this demand is to have better designs, where reliability consideration and evaluation are incorporated into the design cycle. Following this design methodology, during the early design cycle of the new Ethernet Bus Interface Controller, an analysis was done to evaluate its reliability. This report presents the details of the analysis and compares the reliability of the new design with the existing one.
"IS THE UNI FUN?": can transactional distance theory be used as a theoretical framework in understanding the chat content of a university moderated Facebook page?
(2011-08-01) Stokes, Joe; Dejardins, Francois; VanOostveen, Roland
Social Networking sites are being used by post-secondary institutions to engage their prospective and current student populations. The communication that results from these online interactions can be placed within the context of the theory of transactional distance; a widely accepted framework for understanding distance education. This study looked at Facebook wall chat posts on a university moderated Facebook fan or like page over a 2 year period. Chat posts were then categorized by transaction type to fit within a transactional distance model. As a result of the research, it was found that transactional distance can be an acceptable framework for understanding Facebook Communication. By applying properties of transactional distance, moderators of post-secondary Facebook pages can engage further the users who are active within their social networking communities.
An exploration of the role of smartphones: mobile technology expanding the learning environment outside of the classroom
(2012) Flood, Kimberley J.; Desjardins, Francois
Smartphones effectively expand the learning environment outside of the traditional classroom. Secondary school students enrolled in grade 10 and grade 11 communication technology courses were recruited to participate in a treatment and research project that utilized smartphones. Their opinions of these devices were polled both before and after the treatment’s activity. The treatment required the students to use their smartphones outside of the classroom to access the expectations of a broadcasting assignment; conduct secondary research and use their smartphone’s built-in video camera to record a news report segment while remaining in contact with their educator through their device. Once the students returned to the classroom, they uploaded their assignment video to a secure hard drive. Prior to the activity students viewed the smartphone as primarily a social and entertainment device. However, upon completion of this treatment, participants viewed the smartphone as a valid learning tool outside the classroom. This finding supported the literature that examined the perceived values of the smartphones. This result was consistent with the literature that examined the perceived values of smartphones as a learning tool by students.
Understanding the relationship between the personal and professional use of technology by K-12 educators
(2012) Jagoe, Colin; Desjardins, Francois
Much research has been done around how and why teachers integrate technology into classroom practices. Various factors have been shown to be important including teachers’ beliefs, attitudes, comfort, knowledge and skills. This has proven to be a complex mix with the outcome of technology integration depending, in various ways, on all of these factors. A need has emerged for a way to look at this complex mix of variables that takes into account the reasons teachers use technology and the tasks which they complete using technology. This kind of research tool could be used in a variety of ways to analyze these variables. This paper describes the outcomes of a project to develop a multifaceted, domain based survey instrument that looks at the frequency of use and confidence in the use that educators have with various technology tasks, as well as the importance that they place on these tasks for personal and professional use. The instrument was then tested on a small group of teachers in a school board in Ontario, Canada and the data was analysed to determine if it could be used in broader studies to answer such questions as have been posed in the literature. The results show that the instrument will be valuable in showing how educators’ beliefs are connected to the frequency of use and confidence they have in certain technologies. It should also be able to determine if those beliefs change over time and if this translates into changes in technology use. It was less clear if the instrument would be useful in determining how educators’ personal and professional use of technology was related and further refinement for this purpose could be considered.
Professors and instructors' experiences with transitions and policies for the online environment
(2012-08-01) Francis, Roger; Robertson, Lorayne
Professors develop policies and procedures for their courses that are relevant and applicable for their classroom or learning platform. In particular, professors transitioning from a traditional to an online (synchronous or asynchronous) course delivery platform may adjust and/or design policies in their course outlines to fit each respective learning platform in which they teach. This thesis is a qualitative study based on interviews of professors at a certain mid-sized university. The study investigates professors’ policy decisions centering on their transition to an online modality and the challenges they face identifying and resolving problems with the existence or lack of online policies for students. Six professors were interviewed about their policy evolution and development emerging out of their recent transitions from the traditional to the online setting. Data include the interviews and review of the course outlines provided. The project report presents the policy development issues encountered as professors moved into the online setting and concludes with some recommendations based on these data.
The effects of the use of iPads in secondary physical education
(2013-08-01) Jodoin, Tiffani; Robertson, Lorayne; Barber, Wendy
This study investigates finding ways to improve engagement of students in Physical Education classes to inspire students to make healthy lifestyle choices. It appears that the existing barriers to the adoption of technology are more commonly found around teacher pedagogy, as opposed to access and resources. Physical Education study participants in this project implemented the use of iPads in their teaching practice for one month, and the results revealed that there was some shifting of teacher beliefs, and there was success with the use of technology in terms of teaching and learning.
Exploring views on learner orientations and their impact on support and community in online synchronous undergraduate programs
(2013-09-01) Dakri, Safia; Robertson, Lorayne; Childs, Elizabeth
The goal of this research project is to assist in filling the void that currently exists around orientation initiatives for online learners in two fully synchronous online programs. This study investigates the view of participants in these programs to determine a sense of learners' and faculty members' opinions and insights on how to meet the needs of learners at the onset of their learning journey. Understanding possible delivery methods, content and structure of an orientation program for these online programs may assist incoming learners in building a foundation for academic success and to understand how this will build and facilitate a stronger online community and network of learners.
Developing a framework for understanding information literacy in the 21st century: a review of literature
(2014) Ahmadpour, Kamran; Kay, Robin
An analysis of 101 peer-reviewed articles reveals that information literacy is taking new directions and entails more dimensions than has been envisaged before. First, a new model, called "5Ps", was proposed to analyze the new directions of information literacy. The 5Ps model reveals that information literacy is moving from an information seeking approach to an information producing approach, which calls for higher-order thinking skills. Then, a framework, called "the multidimensional framework", was developed to present the key themes and elements that are essential to gain an understanding of information literacy in the 21st century.
iPad Implementation in the Middle School Classroom: The Teachers' Perspectives
(2014-03) Wood, Lauren; Hughes, Janette
This project explores the implementation of iPads in a middle school by surveying and interviewing teachers to examine their • Levels of Use, Stages of Concern, and the First- and Second-Order Barriers they encounter. The results are examined in a framework that adopts the Concerns Based Adoption Model (CBAM), incorporating aspects of First- and Second-Order Barriers, and First- and Second-Order Barriers and Strategies _ The intent of this study is to suggest improvements of iPad use at this school, propose 'best practices' for other schools implementing iPads into their school's technology programs, and promote further research into iPad integration in elementary classrooms.
iBlog: Empowering adult learners through blogging with iPads and iPods.
(2014-03-27) Rodrigues, Anna; Eamer, Allyson Dr.
This research project examined whether adult learners with literacy challenges would feel empowered as a result of creating content for a blog through the use of digital technology. The researcher attempted to understand the impact that blogging and using different types of technology could have on an individual's self-esteem and whether those feelings of empowerment would encourage an adult learner to pursue further education. Although this research project only ran for a period of six days at a literacy program, there was a noticeable difference in how the participants viewed themselves after they created digital content. Further findings from this project also indicated that there is a gap in research dealing with the impact of digital technology on adult literacy.
Investigating the development of a functional curriculum
(2014-06-03) Ellis, Heather; Robertson, Lorayne Dr.; DiGiuseppe, Maurice Dr.
This retrospective case study explores how one region responded to Ontario Ministry of Education's initiative regarding provincial assessment practices for students with developmental disabilities. The findings are based on data collected from seven members of a regional writing team, document analysis of the functional curriculum resource and documents used during the design process. Key findings: the development team employed common-sense and practical approaches when developing the resource; the resource's print version contained useful learning outcomes but proved difficult to use; and the participant's supported the use of technology but their vision of using technology with their students was limited.
Technology supported formative peer assessment: an examination of student perceptions in the development of employability skills
(2014-07-01) Stewart, Kathleen; Hunter, Bill
With the growing need for post-secondary education to develop students’ employability skills, authentic learning environments require authentic assessments. Peer assessment has been used successfully in a variety of contexts and disciplines and has proven to positively impact learning, particularly when used in a formative fashion. It does, however, present administrative challenges for instructors. This research project examined student perceptions of the use of formative peer assessment in the development of employability skills and investigated the use of a discussion forum in Desire2Learn to facilitate the process. Students viewed peer assessment as a positive learning experience and there was a high level of acceptance of peer assessment being a fair way to grade an individual’s contribution to a group project. In addition, there was a noticeable increase in student confidence levels in both their ability and their peers’ ability to provide feedback. Students preferred using an online tool to submit and access peer feedback, and there was a substantial savings of time with respect to managing the process.
Power, privilege and cover-up: a case study on how intertextuality in police records can mislead homicide investigations
(2014-10-01) Zaidi, Huda; Shon, Phillip; O'Connor, Christopher
Despite the newfound interest in homicide investigations, only a limited number of studies have been able to examine the validity of police and other official records which are collated during the course of an investigation. Moreover, linguistic presentation of gathered statements and evidence in official records is often overlooked. The focus of this paper is to investigate how intertextuality in police records can lead to disingenuous accounts of an incident. Using the Koschman homicide investigation as a case study, the results of this research explore the following avenues which can be used to mislead investigations: 1) Archival management of witness statements; 2) manipulation of investigatory procedures; and 3) compliance, complicity and the use of power. This research illustrates how police officers can use their editorial powers to alter the outcome of a homicide investigation in order to meet political or other exigent agendas. Furthermore, the power of the police and their complicity with other seemingly independent agencies can be used to reinforce police statements and attain compliance from the general public.
Elder abuse and victimization: yet another vulnerable population
(2014-10-29) Pigeon, Nicole; Ammar, Nawal
Technology use in early childhood education: a review of the literature
(2014-12-01) Zomer, R. Nancy; Barber, Wendy; Kay, Robin
An overview of research into the impact of technology use on learning and engagement for children aged 3-6 in early childhood education settings from 2004-2014 is presented. Previous efforts to synopsize the literature have not been undertaken since 2009, and thus there was a clear need for a current review of the research. Thirty peer-reviewed articles, selected from an extensive search of the literature, are organized and discussed by topic. Methodological concerns include sample sizes, reliability and validity of data collection tools, pedagogy and basic design issues. Key findings indicate that 94% of results reported in the studies show a positive impact of technology use.
Michael Slobodian: the forgotten school shooter. An examination of the on-scene offense characteristics of the first Canadian school shooting, Brampton, Ontario, 1975.
(2014-12-01) Ramnaraine, Jankie; Shon, Phillip; Hinch, Ronald
Mass murders and school shootings have become an emerging social problem in North America over the last two decades. Although rare, these terrifying events elicit horror, shock and fear across the nation. Despite the difficulties in studying school shootings, existing literature on this increasingly common form of school violence have focused primarily on the form of the shootings in an effort to understand the causes of these violent school attacks. However, various factors remain unaddressed: First, existing literature pertaining to firearm-related homicide on school property fails to critically analyze the occurrence of school shootings from a Canadian context. Second, the literature on firearm-related homicide in school settings neglects to account for the variables that explain the variations in outcomes of school shootings. And third, there is a lack of analysis present in the current literature explaining the school shooter’s vector of aggression. As such, this paper applies Shon’s model of mass murder and lethality of outcomes to the very first school shooting in North America. In doing so, this research sheds light into the shooter’s attack planning patterns and contributes to understanding the variation in outcomes of shooting events and the dynamic factors that sparked this deadly trend of firearm- related school violence.
Vines of oppression: a review of the literature, educational criticism and narrative analysis of social media research in public education
(2015) Roberts, Amy; Barber, Wendy
This arts-based educational inquiry paper is divided into three main sections; a review of the literature, an educational criticism discussing themes arising from the review of the literature, and a narrative analysis describing a proposed research project that did not receive district school board approval. The author applies Eisner’s (1998b) structure of educational criticism and the paper exemplifies Barone and Eisner’s (1997) seven features of arts-based educational inquiry. The research outlined is rooted in ideas stemming from the review of the literature, focused on the use of social media and Boal’s Theatre of the Oppressed (1985) to democratize theatre creation and consumption for high school students in a publicly funded board of education. Key themes, recurring through all three sections of the paper, are grounded in the review of the literature and include audience, creation, technology and theatre pedagogy. Throughout the paper, a kaleidoscope metaphor is applied to the themes; as one element shifts, the others simultaneously change. Subsequent related themes of re-conceptualized storytelling, audience-performer interactivity, liveness, and aesthetic literacy are also explored. The final outcome is an argument for changed theatre pedagogy.
Measuring Web 2.0 interaction: a meta-synthesis of literature on using transactional distance and social presence
(2015) Quan, Pauline; van Oostveen, Roland
In this study, the researcher created an instrument, based on a meta-synthesis of relevant literature, to measure the presence of the variables associated with Transactional Distance and Social Presence when used as a discussion tool in formal post-secondary education. Seven variables were identified (Sense of Community, Affective Connectedness, Open Communication, Mutual Attention and Support, Dialogue, Learner Autonomy, and Structure) and three indicators were used for each variable in the instrument. Twenty empirical research articles were found on Google Scholar and were used as textual data for the newly created instrument. A Transactional “Closeness” score, a Social Presence score and a combined “Effectiveness of Interaction” score was calculated for each application presented in the research articles. The researcher listed the Web 2.0 applications that were found to be most effective for interaction, which included Ning, Adobe Connect, Elgg, Facebook and Twitter. The components common to effective Web 2.0 technologies are presented.
A proactive strategy: using a critical digital literacies approach to support the anti-bullying movement
(2015-03-06) Trigiani, Amanda; Hughes, Janette
This paper outlines an eight-week project in a grade 9 English course that integrated a Critical Digital Literacies (CDL) framework. The CDL approach focuses on critical literacy and social justice principles while learning with digital media. This narrative details the experiences of those involved in the project, while reflecting on the affordances, challenges, and learnings associated with CDL pedagogies. The educators consider the impact of CDL on adolescents' perspectives of social norms, inequalities, relationship dynamics, and dominant ideologies. Lastly, they seek to discover the influence of CDL practices on students' awareness of social justice issues and attitudes towards taking action.

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