DIGITAL LIBRARIES AND LEARNING OBJECTS REPOSITORIES

Discusses the technological changes that affects learning organizations as well as the human, technical, legal and sustainable aspects regarding learning objects repositories creation, maintenance and use. It presents concepts of information objects and learning objects, the functional requirements needed to their storage at Learning Management Systems. The role of Metadata is reviewed concerning learning objects creation and retrieval, followed by considerations about learning object repositories models, community participation/collaborative strategies and potential derived metrics/indicators. As a result of this desktop research, it can be said that not only technical competencies are critical to any learning objects repository implementation, but it urges that an engaged community of interest be establish as a key to support a learning object repository project. On that matter, researchers are applying Activity Theory (Vygostky, Luria y Leontiev) in order to seek joint perceptions and actions involving learning objects repository users, curators and managers, perceived as critical assets to a successful proposal.

Computer game-based and traditional learning method: a comparison regarding students’ knowledge retention

Abstract Background Educational computer games are examples of computer-assisted learning objects, representing an educational strategy of growing interest. Given the changes in the digital world over the last decades, students of the current generation expect technology to be used in advancing their learning requiring a need to change traditional passive learning methodologies to an active multisensory experimental learning methodology. The objective of this study was to compare a computer game-based learning method with a traditional learning method, regarding learning gains and knowledge retention, as means of teaching head and neck Anatomy and Physiology to Speech-Language and Hearing pathology undergraduate students. Methods Students were randomized to participate to one of the learning methods and the data analyst was blinded to which method of learning the students had received. Students’ prior knowledge (i.e. before undergoing the learning method), short-term knowledge retention and long-term knowledge retention (i.e. six months after undergoing the learning method) were assessed with a multiple choice questionnaire. Students’ performance was compared considering the three moments of assessment for both for the mean total score and for separated mean scores for Anatomy questions and for Physiology questions. Results Students that received the game-based method performed better in the pos-test assessment only when considering the Anatomy questions section. Students that received the traditional lecture performed better in both post-test and long-term post-test when considering the Anatomy and Physiology questions. Conclusions The game-based learning method is comparable to the traditional learning method in general and in short-term gains, while the traditional lecture still seems to be more effective to improve students’ short and long-term knowledge retention.

Polarimetry of the binary PDS 144

Aims. Our goal is to study the circumstellar environment associated with each component of the wide intermediate-mass pre-main sequence binary system PDS 144 using broadband polarimetry. Methods. We present near-infrared (NIR) linear polarimetric observations of PDS 144 gathered with the IAGPOL imaging polarimeter along with the CamIV infrared camera at the Observatorio do Pico dos Dias (OPD). In addition, we re-analyzed OPD archive optical polarization to separate the binary and estimate the interstellar polarization using foreground stars. Results. After discounting the interstellar component, we found that both stars of the binary system are intrinsically polarized. The polarization vectors at optical and NIR bands of both components are aligned with the local magnetic field and the jet axis. These findings indicate an interplay between the interstellar magnetic field and the formation of the binary system. We also found that the PDS 144N is less polarized than its southern companion in the optical. However, in the NIR PDS 144N is more polarized. Our polarization data can only be explained by high inclinations (i greater than or similar to 80 degrees) for the disks of both members. In particular, comparisons of our NIR data with young stellar objects disk models suggest predominantly small grains in the circumstellar environment of PDS 144N. In spite of the different grain types in each component, the infrared spectral indexes indicate a coeval system. We also found evidence of coplanarity between the disks.

Physical objects on navigation channal simulation models

This paper presents the results of a simulation using physical objects. This concept integrates the physical dimensions of an entity such as length, width, and weight, with the usual process flow paradigm, recurrent in the discrete event simulation models. Based on a naval logistics system, we applied this technique in an access channel of the largest port of Latin America. This system is composed by vessel movement constrained by the access channel dimensions. Vessel length and width dictates whether it is safe or not to have one or two ships simultaneously. The success delivered by the methodology proposed was an accurate validation of the model, approximately 0.45% of deviation, when compared to real data. Additionally, the model supported the design of new terminals operations for Santos, delivering KPIs such as: canal utilization, queue time, berth utilization, and throughput capability

Modelling shared attention through relational reinforcement learning

Shared attention is a type of communication very important among human beings. It is sometimes reserved for the more complex form of communication being constituted by a sequence of four steps: mutual gaze, gaze following, imperative pointing and declarative pointing. Some approaches have been proposed in Human-Robot Interaction area to solve part of shared attention process, that is, the most of works proposed try to solve the first two steps. Models based on temporal difference, neural networks, probabilistic and reinforcement learning are methods used in several works. In this article, we are presenting a robotic architecture that provides a robot or agent, the capacity of learning mutual gaze, gaze following and declarative pointing using a robotic head interacting with a caregiver. Three learning methods have been incorporated to this architecture and a comparison of their performance has been done to find the most adequate to be used in real experiment. The learning capabilities of this architecture have been analyzed by observing the robot interacting with the human in a controlled environment. The experimental results show that the robotic head is able to produce appropriate behavior and to learn from sociable interaction.