As dimens��es individual e coletiva no ensino explorat��rio da matem��tica

Relat��rio de Est��gio apresentado �� Escola Superior de Educa����o de Lisboa para obten����o do grau de mestre em Ensino do 1.�� e 2.�� Ciclos do Ensino B��sico

A interdisciplinaridade como estrat��gia de ensino e aprendizagem no 1.�� CEB

Relat��rio de Est��gio apresentado �� Escola Superior de Educa����o de Lisboa para obten����o de grau de mestre em Ensino do 1.�� e do 2.�� Ciclo do Ensino B��sico 2014

Fiscaliza����o da constru����o da ETAR do Barreira/Moita

Relat��rio de est��gio para obten����o do grau de Mestre em Engenharia Civil na ��rea de Especializa����o de Edifica����es

A improvisa����o como ferramenta pedag��gica no ensino vocacional de piano

Resumo I - A frequ��ncia do Est��gio do Ensino Especializado proporcionou uma oportunidade de observar o ensino de piano numa das escolas mais importantes do ensino da m��sica em Portugal, acompanhando alunos do Curso B��sico e do Curso Secund��rio, que frequentaram a Escola de M��sica do Conservat��rio Nacional no regime integrado. O processo de observa����o de aulas que decorreu deste est��gio possibilitou-nos assistir ��s aulas de piano de uma professora experiente, permitindo a observa����o de metodologias consolidadas e assistir de perto �� forma como estas s��o postas em pr��tica. Por outro lado, atrav��s da lecciona����o de aulas observadas, foi dada a oportunidade de testar e reflectir sobre o pr��prio desempenho docente, procurando estrat��gias e ferramentas pedag��gicas que possam vir a acrescentar qualidade �� pr��tica pedag��gica. O ensino especializado da m��sica em Portugal tem experimentado mudan��as importantes, o que leva a que haja uma adapta����o das escolas ��s mudan��as, continuando a leccionar um ensino de qualidade, que se quer cada vez mais eficaz, inovador, e com professores cada vez melhor fundamentados e preparados.

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.

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 trabalho de projeto no desenvolvimento da cidadania

Disserta����o apresentada �� Escola Superior de Educa����o de Lisboa para obten����o de grau de mestre em Educa����o Matem��tica na Educa����o Pr��-Escolar e nos 1�� e 2�� Ciclos do Ensino B��sico

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.

A 5GHz/1.8V CMOS Active Balun Integrated with LNA

The development of high performance monolithic RF front-ends requires innovative RF circuit design to make the best of a good technology. A fully differential approach is usually preferred, due to its well-known properties. Although the differential approach must be preserved inside the chip, there are cases where the input signal is single-ended such as RF image filters and IF filters in a RF receiver. In these situations, a stage able to convert single-ended into differential signals (balun) is needed. The most cited topology, which is capable of providing high gain, consists on a differential stage with one of the two inputs grounded. Unfortunately, this solution has some drawbacks when implemented monolithically. This work presents the design and simulated results of an innovative high-performance monolithic single to differential converter, which overcomes the limitations of the circuits.The integration of the monolithic active balun circuit with an LNA on a 0.18��m CMOS process is also reported. The circuits presented here are aimed at 802.11a. Section 2 describes the balun circuit and section 3 presents its performance when it is connected to a conventional single-ended LNA. Section 4 shows the simulated performance results focused at phase/amplitude balance and noise figure. Finally, the last section draws conclusions and future work.

Towards a complex model of cooperative learning

Este artigo �� uma introdu����o �� teoria do paradigma desconstrutivo de aprendizagem cooperativa. Centenas de estudos provam com evid��ncias o facto de que as estruturas e os processos de aprendizagem cooperativa aumentam o desempenho acad��mico, refor��am as compet��ncias de aprendizagem ao longo da vida e desenvolvem compet��ncias sociais, pessoais de cada aluno de uma forma mais eficaz e usta, comparativamente ��s estruturas tradicionais de aprendizagem nas escolas. Enfrentando os desafios dos nossos sistemas educativos, seria interessante elaborar o quadro te��rico do discurso da aprendizagem cooperativa, dos ��ltimos 40 anos, a partir de um aspeto pr��tico dentro do contexto te��rico e metodol��gico. Nas ��ltimas d��cadas, o discurso cooperativo elaborou os elementos pr��ticos e te��ricos de estruturas e processos de aprendizagem cooperativa. Gostar��amos de fazer um resumo desses elementos com o objetivo de compreender que tipo de mudan��as estruturais podem fazer diferen��as reais na pr��tica de ensino e aprendizagem. Os princ��pios b��sicos de estruturas cooperativas, os pap��is de coopera����o e as atitudes cooperativas s��o os principais elementos que podemos brevemente descrever aqui, de modo a criar um quadro para a compreens��o te��rica e pr��tica de como podemos sugerir os elementos de aprendizagem cooperativa na nossa pr��tica em sala de aula. Na minha perspetiva, esta complexa teoria da aprendizagem cooperativa pode ser entendida como um paradigma desconstrutivo que fornece algumas respostas pragm��ticas para as quest��es da nossa pr��tica educativa quotidiana, a partir do n��vel da sala de aula para o n��vel de sistema educativo, com foco na destrui����o de estruturas hier��rquicas e antidemocr��ticas de aprendizagem e, criando, ao mesmo tempo, as estruturas cooperativas.

A composi����o coreogr��fica na Academia de Dan��a Contempor��nea de Set��bal dirigida ao ensino secund��rio

Relat��rio Final de Est��gio apresentado �� Escola Superior de Dan��a, com vista �� obten����o do grau de Mestre em Ensino de Dan��a.

As emo����es e o desenvolvimento da criatividade dos alunos de 3�� ciclo, no ��mbito da Composi����o Coreogr��fica, na Escola Vocacional de Dan��a das Caldas da Rainha

Relat��rio Final de Est��gio apresentado �� Escola Superior de Dan��a, com vista �� obten����o do grau de Mestre em Ensino de Dan��a.

Pr��tica de ensino supervisionado no 1.�� e 2.�� ciclo do ensino b��sico: pr��ticas de promo����o de compet��ncia sociais no 1.�� ciclo do ensino b��sico

Relat��rio apresentado �� Escola Superior de Educa����o de Lisboa para obten����o de grau de mestre em Ensino do 1�� e do 2�� Ciclos do Ensino B��sico