A utiliza����o da plataforma Educast@fccn, como ferramenta de grava����o de aulas no ambiente de e-learning portugu��s

Disserta����o apresentada �� Escola Superior de Comunica����o Social como parte dos requisitos para obten����o de grau de mestre em Audiovisual e Multim��dia.

O desenvolvimento de um modelo de ensino virtual num contexto de investimento incipiente em e - learning: progressos e desafios

Este artigo relata o desenvolvimento de um modelo de ensino virtual em curso na Universidade dos A��ores. Depois de ter sido adotado na leciona����o de disciplinas da ��rea da Teoria e Desenvolvimento Curricular em regime de e-learning e b-learning, o modelo foi, no ano acad��mico de 2014/15, estendido �� leciona����o de outras disciplinas. Al��m de descrever o modelo e explicar a sua evolu����o, o artigo destaca a sua ado����o no contexto particular de uma disciplina cuja componente online foi lecionada em circunst��ncias especialmente desafiadoras. Neste sentido, explica o processo de avalia����o da experi��ncia, discute os seus resultados e sugere pistas de melhoria. Essa avalia����o enquadra-se num processo de investiga����o do design curricular ��� a metodologia que tem sido usada para estudar o desenvolvimento do modelo.

Curso E-learning de sistemas multicorpo (multibody systems) para engenheiros mec��nicos

Trabalho Final de Mestrado para obten����o do grau de Mestre em Engenharia Mec��nica

Utilization of Interactive Internet in High Education

The present work reports on the practical cooperation between two Universities from Hungary and Portugal. Students from Portugal are remotely accessing an experimental facility, which is physically in Hungary. The cooperation among these Higher Education establishments allowed the development and testing of a Remote Laboratory at the BME. This paper reports on the characteristics and initial testing of the Thermocouples Rise Time Measurement System and provides information on development and students' feedback.

Modalidades s��ncronas e ass��ncronas no ensino da radiologia do sistema nervoso: estilos e resultados de aprendizagem

Lidar com as problem��ticas da sa��de, implica um dom��nio dos processos cognitivos (racioc��nio, resolu����o de problemas e tomada de decis��o) e de desempenhos pr��ticos, o que obriga a afecta����o de um conjunto de atitudes e comportamentos espec��ficos. Este estudo, implementou e avaliou o impacto de experi��ncias pedag��gicas desenvolvidas com os estudantes da unidade curricular Radiologia do Sistema Nervoso (RSN) da Escola Superior de Tecnologia da Sa��de de Lisboa (ESTeSL). Aplicaram-se metodologias de ensino mistas (presenciais e virtuais) utilizadas na lecciona����o te��rica e pr��tica no ano curricular 2008/2009. Para a avalia����o do perfil de aprendizagem dos estudantes foi aplicado o m��todo de Honey & Munford e para a avalia����o e monitoriza����o dos conhecimentos aplicaram-se check list baseadas nos conte��dos program��ticos. A monitoriza����o das ferramentas da plataforma moodle complementaram a restante informa����o. Verificou-se uma progress��o de aprendizagem positiva para um grupo de estudantes maioritariamente do estilo reflexivo (m��dia=10,6 estudantes). As conclus��es apontaram para um impacto positivo quanto �� aplica����o das metodologias h��bridas com maior ��ndice de sucesso para a metodologia ass��ncrona. Verificou-se tamb��m mais flexibilidade no acesso aos conte��dos por��m com algumas limita����es tais como resid��ncia inicial por parte dos estudantes, maior carga de trabalho para os docentes, falta de terminais para acesso �� plataforma e pouca experi��ncia de todos os envolvidos no dom��nio e manipula����o da plataforma. ABSTRACT - This study focused on the role of cognitive processes (reasoning, problem solving and decision making) and performance practice in the formation of attitudes and behaviours relating to health issues. It was conducted to evaluate the effects of pedagogical experiences on students who participated in the course in radiography in the Nervous System Imaging Unit (RSN) of the Lisbon Health School of Technology. Mixed (face-to-face and virtual) teaching methodologies were used in theory and practice sessions. Honey and Munford���s method was used to evaluate the learning profile of students. To monitor and evaluate students��� knowledge acquisition, check lists based on program topics were applied. Other information was supplied through the learning platform of Moodle. The student group with mostly a reflective learning style increased their knowledge. The asynchronous method was shown to produce a higher success rate and more flexibility in accessing content but also registered some limitations such as resistance by students, increased workload for teachers, lack of access to the platform and inexperience of all involved in handling the platform.

Learning and Knowledge in the Context of Absorptive Capacity

Develop a new model of Absorptive Capacity taking into account two variables namely Learning and knowledge to explain how companies transform information into knowledge

Learning dependent sources using mixtures of Dirichlet: applications on hyperspectral unmixing

This paper is an elaboration of the DECA algorithm [1] to blindly unmix hyperspectral data. The underlying mixing model is linear, meaning that each pixel is a linear mixture of the endmembers signatures weighted by the correspondent abundance fractions. The proposed method, as DECA, is tailored to highly mixed mixtures in which the geometric based approaches fail to identify the simplex of minimum volume enclosing the observed spectral vectors. We resort then to a statitistical framework, where the abundance fractions are modeled as mixtures of Dirichlet densities, thus enforcing the constraints on abundance fractions imposed by the acquisition process, namely non-negativity and constant sum. With respect to DECA, we introduce two improvements: 1) the number of Dirichlet modes are inferred based on the minimum description length (MDL) principle; 2) The generalized expectation maximization (GEM) algorithm we adopt to infer the model parameters is improved by using alternating minimization and augmented Lagrangian methods to compute the mixing matrix. The effectiveness of the proposed algorithm is illustrated with simulated and read data.

Statistical motion learning for improved transform domain Wyner-Ziv video coding

Wyner - Ziv (WZ) video coding is a particular case of distributed video coding (DVC), the recent video coding paradigm based on the Slepian - Wolf and Wyner - Ziv theorems which exploits the source temporal correlation at the decoder and not at the encoder as in predictive video coding. Although some progress has been made in the last years, WZ video coding is still far from the compression performance of predictive video coding, especially for high and complex motion contents. The WZ video codec adopted in this study is based on a transform domain WZ video coding architecture with feedback channel-driven rate control, whose modules have been improved with some recent coding tools. This study proposes a novel motion learning approach to successively improve the rate-distortion (RD) performance of the WZ video codec as the decoding proceeds, making use of the already decoded transform bands to improve the decoding process for the remaining transform bands. The results obtained reveal gains up to 2.3 dB in the RD curves against the performance for the same codec without the proposed motion learning approach for high motion sequences and long group of pictures (GOP) sizes.

Learning techniques for automatic email message tagging

A organiza����o autom��tica de mensagens de correio electr��nico �� um desafio actual na ��rea da aprendizagem autom��tica. O n��mero excessivo de mensagens afecta cada vez mais utilizadores, especialmente os que usam o correio electr��nico como ferramenta de comunica����o e trabalho. Esta tese aborda o problema da organiza����o autom��tica de mensagens de correio electr��nico propondo uma solu����o que tem como objectivo a etiquetagem autom��tica de mensagens. A etiquetagem autom��tica �� feita com recurso ��s pastas de correio electr��nico anteriormente criadas pelos utilizadores, tratando-as como etiquetas, e �� sugest��o de m��ltiplas etiquetas para cada mensagem (top-N). S��o estudadas v��rias t��cnicas de aprendizagem e os v��rios campos que comp��e uma mensagem de correio electr��nico s��o analisados de forma a determinar a sua adequa����o como elementos de classifica����o. O foco deste trabalho recai sobre os campos textuais (o assunto e o corpo das mensagens), estudando-se diferentes formas de representa����o, selec����o de caracter��sticas e algoritmos de classifica����o. �� ainda efectuada a avalia����o dos campos de participantes atrav��s de algoritmos de classifica����o que os representam usando o modelo vectorial ou como um grafo. Os v��rios campos s��o combinados para classifica����o utilizando a t��cnica de combina����o de classificadores Vota����o por Maioria. Os testes s��o efectuados com um subconjunto de mensagens de correio electr��nico da Enron e um conjunto de dados privados disponibilizados pelo Institute for Systems and Technologies of Information, Control and Communication (INSTICC). Estes conjuntos s��o analisados de forma a perceber as caracter��sticas dos dados. A avalia����o do sistema �� realizada atrav��s da percentagem de acerto dos classificadores. Os resultados obtidos apresentam melhorias significativas em compara����o com os trabalhos relacionados.

Dynamic equilibrium through reinforcement learning

Reinforcement Learning is an area of Machine Learning that deals with how an agent should take actions in an environment such as to maximize the notion of accumulated reward. This type of learning is inspired by the way humans learn and has led to the creation of various algorithms for reinforcement learning. These algorithms focus on the way in which an agent���s behaviour can be improved, assuming independence as to their surroundings. The current work studies the application of reinforcement learning methods to solve the inverted pendulum problem. The importance of the variability of the environment (factors that are external to the agent) on the execution of reinforcement learning agents is studied by using a model that seeks to obtain equilibrium (stability) through dynamism ��� a Cart-Pole system or inverted pendulum. We sought to improve the behaviour of the autonomous agents by changing the information passed to them, while maintaining the agent���s internal parameters constant (learning rate, discount factors, decay rate, etc.), instead of the classical approach of tuning the agent���s internal parameters. The influence of changes on the state set and the action set on an agent���s capability to solve the Cart-pole problem was studied. We have studied typical behaviour of reinforcement learning agents applied to the classic BOXES model and a new form of characterizing the environment was proposed using the notion of convergence towards a reference value. We demonstrate the gain in performance of this new method applied to a Q-Learning agent.

e-learning in the classroom?

As teachers, we are challenged everyday to solve pedagogical problems and we have to fight for our students��� attention in a media rich world. I will talk about how we use ICT in Initial Teacher Training and give you some insight on what we are doing. The most important benefit of using ICT in education is that it makes us reflect on our practice. There is no doubt that our classrooms need to be updated, but we need to be critical about every peace of hardware, software or service that we bring into them. It is not only because our budgets are short, but also because e���learning is primarily about learning, not technology. Therefore, we need to have the knowledge and skills required to act in different situations, and choose the best tool for the job. Not all subjects are suitable for e���learning, nor do all students have the skills to organize themselves their own study times. Also not all teachers want to spend time programming or learning about instructional design and metadata. The promised land of easy use of authoring tools (e.g. eXe and Reload) that will lead to all teachers become Learning Objects authors and share these LO in Repositories, all this failed, like previously HyperCard, Toolbook and others. We need to know a little bit of many different technologies so we can mobilize this knowledge when a situation requires it: integrate e���learning technologies in the classroom, not a flipped classroom, just simple tools. Lecture capture, mobile phones and smartphones, pocket size camcorders, VoIP, VLE, live video broadcast, screen sharing, free services for collaborative work, save, share and sync your files. Do not feel stressed to use everything, every time. Just because we have a whiteboard does not mean we have to make it the centre of the classroom. Start from where you are, with your preferred subject and the tools you master. Them go slowly and try some new tool in a non���formal situation and with just one or two students. And you don���t need to be alone: subscribe a mailing list and share your thoughts with other teachers in a dedicated forum, even better if both are part of a community of practice, and share resources. We did that for music teachers and it was a success, in two years arriving at 1.000 members. Just do it.

Estudo para a implementa����o de plataformas de e-learning no sistema de forma����o dos recursos humanos da sa��de: o caso particular dos enfermeiros de um hospital privado

Mestrado em Interven����o S��cio-Organizacional na Sa��de - ��rea de especializa����o: Pol��ticas de Administra����o e Gest��o de Servi��os de Sa��de.

Experiencing flow while teaching and learning in individual tuition settings

Confer��ncia anual da ISME

The public performance : impact to music learning in conservatoire tradition

Paper presented at the Conference ���The Reflective Conservatoire ��� 2nd International Conference: Building Connections���. Guildhall School of Music and Drama and Barbican Conference Centre, London. 28 February ��� 3 March 2009

Word learning and text organisation: an intervention case

In the present study we focus on the interaction between the acquisition of new words and text organisation. In the acquisition of new words we emphasise the acquisition of paradigmatic relations such as hyponymy, meronymy and semantic sets. We work with a group of girls attending a private school for adolescents in serious difficulties. The subjects are from disadvantaged families. Their writing skills were very poor. When asked to describe a garden, they write a short text of a single paragraph, the lexical items were generic, there were no adjectives, and all of them use mainly existential verbs. The intervention plan assumed that subjects must to be exposed to new words, working out its meaning. In presence of referents subjects were taught new words making explicit the intended relation of the new term to a term already known. In the classroom subjects were asked to write all the words they knew drawing the relationships among them. They talk about the words specifying the relation making explicit pragmatic directions like is a kind of, is a part of or are all x. After that subjects were exposed to the task of choosing perspective. The work presented in this paper accounts for significant differences in the text of the subjects before and after the intervention. While working new words subjects were organising their lexicon and learning to present a whole entity in perspective.