O desenvolvimento da leitura em crianças com dificuldades graves de aprendizagem

Projeto de Intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Especial, especialidade em Multideficiência

A educação tecnológica como disciplina de opção de escola e os novos desafios do professor no ano de transição

Relatório de estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino da Educação Visual e Tecnológica no Ensino Básico

Virtual laboratory for educational environments

In this paper a new simulation environment for a virtual laboratory to educational proposes is presented. The Logisim platform was adopted as the base digital simulation tool, since it has a modular implementation in Java. All the hardware devices used in the laboratory course was designed as components accessible by the simulation tool, and integrated as a library. Moreover, this new library allows the user to access an external interface. This work was motivated by the needed to achieve better learning times on co-design projects, based on hardware and software implementations, and to reduce the laboratory time, decreasing the operational costs of engineer teaching. Furthermore, the use of virtual laboratories in educational environments allows the students to perform functional tests, before they went to a real laboratory. Moreover, these functional tests allow to speed-up the learning when a problem based approach methodology is considered. © 2014 IEEE.

Machine learning Vasicek model calibration with Gaussian processes

In this article, we calibrate the Vasicek interest rate model under the risk neutral measure by learning the model parameters using Gaussian processes for machine learning regression. The calibration is done by maximizing the likelihood of zero coupon bond log prices, using mean and covariance functions computed analytically, as well as likelihood derivatives with respect to the parameters. The maximization method used is the conjugate gradients. The only prices needed for calibration are zero coupon bond prices and the parameters are directly obtained in the arbitrage free risk neutral measure.

O trabalho individual e o trabalho de grupo no processo de ensino-aprendizagem do estudo do meio no 1º Ciclo

Relatório Final apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1º e 2º ciclo do Ensino Básico

Moxtra ‘o meu’, ‘o teu’, ‘o nosso’, ‘o vosso’ mobile learning

Neste workshop pretende-se apresentar uma aplicação móvel (Moxtra) que integra uma experiência de inovação pedagógica no âmbito do mobile-learning que está em pleno desenvolvimento, com a participação ativa dos estudantes e docentes das unidades curriculares de Hematologia Laboratorial I e II do curso de Ciências Biomédicas Laboratoriais. A adesão dos estudantes ao projeto mobile-learning é inédita no nosso país e tem sido muito positiva. O workshop terá dois objetivos: a) Conhecer os principais atributos da aplicação Moxtra; b) Construir um modelo de gestão de aprendizagem para uma unidade curricular.

Curso E-learning de sistemas multicorpo (multibody systems) para engenheiros mecânicos

Trabalho Final de Mestrado para obtenção do grau de Mestre em Engenharia Mecânica

A importância da internacionalização: candidaturas à União Europeia: trabalho de projecto

Trabalho de Projecto submetido à Escola Superior de Teatro e Cinema para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Teatro, especialização em Produção.

A didactic sequence of elementary geometric optics Informed by history and philosophy of science

The concepts and instruments required for the teaching and learning of geometric optics are introduced in the didactic processwithout a proper didactic transposition. This claim is secured by the ample evidence of both wide- and deep-rooted alternative concepts on the topic. Didactic transposition is a theory that comes from a reflection on the teaching and learning process in mathematics but has been used in other disciplinary fields. It will be used in this work in order to clear up the main obstacles in the teachinglearning process of geometric optics. We proceed to argue that since Newton’s approach to optics, in his Book I of Opticks, is independent of the corpuscular or undulatory nature of light, it is the most suitable for a constructivist learning environment. However, Newton’s theory must be subject to a proper didactic transposition to help overcome the referred alternative concepts. Then is described our didactic transposition in order to create knowledge to be taught using a dialogical process between students’ previous knowledge, history of optics and the desired outcomes on geometrical optics in an elementary pre-service teacher training course. Finally, we use the scheme-facet structure of knowledge both to analyse and discuss our results as well as to illuminate shortcomings that must be addressed in our next stage of the inquiry.