Content adaptation for an adaptive hypermedia system

The aim of this paper is presenting the recommendation module of the Mathematics Collaborative Learning Platform (PCMAT). PCMAT is an Adaptive Educational Hypermedia System (AEHS), with a constructivist approach, which presents contents and activities adapted to the characteristics and learning style of students of mathematics in basic schools. The recommendation module is responsible for choosing different learning resources for the platform, based on the user's characteristics and performance. Since the main purpose of an adaptive system is to provide the user with content and interface adaptation, the recommendation module is integral to PCMAT’s adaptation model.

Machine Learning Algorithms at Myocardial Perfusion Imaging - a Preliminary Study

Introduction: A major focus of data mining process - especially machine learning researches - is to automatically learn to recognize complex patterns and help to take the adequate decisions strictly based on the acquired data. Since imaging techniques like MPI – Myocardial Perfusion Imaging on Nuclear Cardiology, can implicate a huge part of the daily workflow and generate gigabytes of data, there could be advantages on Computerized Analysis of data over Human Analysis: shorter time, homogeneity and consistency, automatic recording of analysis results, relatively inexpensive, etc.Objectives: The aim of this study relates with the evaluation of the efficacy of this methodology on the evaluation of MPI Stress studies and the process of decision taking concerning the continuation – or not – of the evaluation of each patient. It has been pursued has an objective to automatically classify a patient test in one of three groups: “Positive”, “Negative” and “Indeterminate”. “Positive” would directly follow to the Rest test part of the exam, the “Negative” would be directly exempted from continuation and only the “Indeterminate” group would deserve the clinician analysis, so allowing economy of clinician’s effort, increasing workflow fluidity at the technologist’s level and probably sparing time to patients. Methods: WEKA v3.6.2 open source software was used to make a comparative analysis of three WEKA algorithms (“OneR”, “J48” and “Naïve Bayes”) - on a retrospective study using the comparison with correspondent clinical results as reference, signed by nuclear cardiologist experts - on “SPECT Heart Dataset”, available on University of California – Irvine, at the Machine Learning Repository. For evaluation purposes, criteria as “Precision”, “Incorrectly Classified Instances” and “Receiver Operating Characteristics (ROC) Areas” were considered. Results: The interpretation of the data suggests that the Naïve Bayes algorithm has the best performance among the three previously selected algorithms. Conclusions: It is believed - and apparently supported by the findings - that machine learning algorithms could significantly assist, at an intermediary level, on the analysis of scintigraphic data obtained on MPI, namely after Stress acquisition, so eventually increasing efficiency of the entire system and potentially easing both roles of Technologists and Nuclear Cardiologists. In the actual continuation of this study, it is planned to use more patient information and significantly increase the population under study, in order to allow improving system accuracy.

Intelligent recommendation system for e-learning platforms

As more and more digital resources are available, finding the appropriate document becomes harder. Thus, a new kind of tools, able to recommend the more appropriated resources according the user needs, becomes even more necessary. The current project implements an intelligent recommendation system for elearning platforms. The recommendations are based on one hand, the performance of the user during the training process and on the other hand, the requests made by the user in the form of search queries. All information necessary for decision-making process of recommendation will be represented in the user model. This model will be updated throughout the target user interaction with the platform.

An adaptive educational system for higher education

The main objective of an Adaptive System is to adequate its relation with the user (content presentation, navigation, interface, etc.) according to a predefined but updatable model of the user that reflects his objectives, preferences, knowledge and competences [Brusilovsky, 2001], [De Bra, 2004]. For Educational Adaptive Systems, the emphasis is placed on the student knowledge in the domain application and learning style, to allow him to reach the learning objectives proposed for his training [Chepegin, 2004]. In Educational AHS, the User Model (UM), or Student Model, has increased relevance: when the student reaches the objectives of the course, the system must be able to readapt, for example, to his knowledge [Brusilovsky, 2001]. Learning Styles are understood as something that intent to define models of how given person learns. Generally it is understood that each person has a Learning Style different and preferred with the objective of achieving better results. Some case studies have proposed that teachers should assess the learning styles of their students and adapt their classroom and methods to best fit each student's learning style [Kolb, 2005], [Martins, 2008]. The learning process must take into consideration the individual cognitive and emotional parts of the student. In summary each Student is unique so the Student personal progress must be monitored and teaching shoul not be not generalized and repetitive [Jonassen, 1991], [Martins, 2008]. The aim of this paper is to present an Educational Adaptive Hypermedia Tool based on Progressive Assessment.

Avaliação da qualidade do ar interior e estudos CFD em espaços do ISEP

Mestrado em Engenharia Química. Ramo Tecnologias de Protecção Ambiental.

Sistema de recomendação para plataformas de e-learning

O aumento do número de recursos digitais disponíveis dificulta a tarefa de pesquisa dos recursos mais relevantes, no sentido de se obter o que é mais relevante. Assim sendo, um novo tipo de ferramentas, capaz de recomendar os recursos mais apropriados às necessidades do utilizador, torna-se cada vez mais necessário. O objetivo deste trabalho de I&D é o de implementar um módulo de recomendação inteligente para plataformas de e-learning. As recomendações baseiam-se, por um lado, no perfil do utilizador durante o processo de formação e, por outro lado, nos pedidos efetuados pelo utilizador, através de pesquisas [Tavares, Faria e Martins, 2012]. O e-learning 3.0 é um projeto QREN desenvolvido por um conjunto de organizações e tem com objetivo principal implementar uma plataforma de e-learning. Este trabalho encontra-se inserido no projeto e-learning 3.0 e consiste no desenvolvimento de um módulo de recomendação inteligente (MRI). O MRI utiliza diferentes técnicas de recomendação já aplicadas noutros sistemas de recomendação. Estas técnicas são utilizadas para criar um sistema de recomendação híbrido direcionado para a plataforma de e-learning. Para representar a informação relevante, sobre cada utilizador, foi construído um modelo de utilizador. Toda a informação necessária para efetuar a recomendação será representada no modelo do utilizador, sendo este modelo atualizado sempre que necessário. Os dados existentes no modelo de utilizador serão utilizados para personalizar as recomendações produzidas. As recomendações estão divididas em dois tipos, a formal e a não formal. Na recomendação formal o objetivo é fazer sugestões relacionadas a um curso específico. Na recomendação não-formal, o objetivo é fazer sugestões mais abrangentes onde as recomendações não estão associadas a nenhum curso. O sistema proposto é capaz de sugerir recursos de aprendizagem, com base no perfil do utilizador, através da combinação de técnicas de similaridade de palavras, um algoritmo de clustering e técnicas de filtragem [Tavares, Faria e Martins, 2012].

Vantagens e desvantagens no desenvolvimento de recursos educativos para dispositivos móveis. CV Learning Mobile - Software educativo sobre “Organização Administrativa de Cabo Verde”

Não é recente a contribuição das tecnologias de informação e comunicação em processos de ensino/aprendizagem, no sentido da proliferação de conhecimento, de forma fácil e rápida. Com a contínua evolução tecnológica, surgem novos conceitos relativamente a processos de ensino/aprendizagem assentes nessas tecnologias. A aprendizagem por meio de dispositivos móveis, o m-Learning, é um exemplo, sendo um campo de investigação educacional em franca evolução, que explora essencialmente a mobilidade e a interactividade. No âmbito desta dissertação, pretende-se analisar a tecnologia m-Learning, fazendo referência as principais vantagens e desvantagens desta tecnologia. Neste sentido, e por pretendermos dar o nosso contributo ao ensino cabo-verdiano, onde a utilização de tal tecnologia é ainda inexistente, desenvolveu-se a aplicação CV Learning Mobile, um software educativo sobre a “Organização Administrativa de Cabo Verde”, como resultado do estudo efectuado.

Contextualização de “learning objects” no ensino da área da saúde. O caso do ensino da higiene oral

Com o crescimento das Tecnologias de Informação e Comunicação os métodos de ensino também foram evoluindo, verificando-se assim mudanças bastante significativas na forma como se adquire o conhecimento. O aparecimento do ensino à distância aliado aos meios digitais, que estão cada vez mais disponíveis e acessíveis, tanto a alunos como a professores, são um excelente complemento à actividade lectiva. Exemplo disso é mesmo o caso do e-learning que veio revolucionar todo o processo de aquisição de conhecimento, deixando para segundo plano pormenores como o local ou a hora de aquisição do conhecimento. Entre muitos tipos de recursos disponíveis, os OA’s (Objecto de Aprendizagem) têm uma utilização cada vez mais frequente. No levantamento do estado da arte e no estudo dos recursos educativos utilizados actualmente na Medicina Dentária, foi assinalado a utilização recorrente dos OA’s, que basicamente são pequenos pedaços de informação que podem ser reutilizados ou referenciados tecnologicamente. Seguidamente, iniciou-se a realização de um OA que pudesse servir de apoio ao ensino da Medicina Dentária, focando-se concretamente na higiene oral para as crianças entre os 7 e 12 anos. Finalmente, procedeu-se à sua validação conclui-se que no futuro será possível a sua reutilização em diferentes contextos de ensino e aprendizagem na área.

Planning and implementing a new assessment strategy using an e-learning platform

One of the most difficult issues of e-Learning is the students’ assessment. Being this an outstanding task regarding theoretical topics, it becomes even more challenging when the topics under evaluation are practical. ISCAP’s Information Systems Department is composed of about twenty teachers who have been for several years using an e-learning environment (at the moment Moodle 2.3) combined with traditional assessment. They are now planning and implementing a new e-learning assessment strategy. This effort was undertaken in order to evaluate a practical topic (the use of spreadsheets to solve management problems) common to shared courses of several undergraduate degree programs. The same team group is already experienced in the assessment of theoretical information systems topics using the b-learning platform. Therefore, this project works as an extension to previous experiences being the team aware of the additional difficulties due to the practical nature of the topics. This paper describes this project and presents two cycles of the action research methodology, used to conduct the research. The first cycle goal was to produce a database of questions. When it was implemented in order to be used with a pilot group of students, several problems were identified. Subsequently, the second cycle consisted in solving the identified problems preparing the database and all the players to a broader scope implementation. For each cycle, all the phases, its drawbacks and achievements are described. This paper suits all those who are or are planning to be in the process of shifting their assessment strategy from a traditional to one supported by an e-learning platform.

E-Learning as a shared service in shared services centers

Book Subtitle International Conference, CENTERIS 2010, Viana do Castelo, Portugal, October 20-22, 2010, Proceedings, Part II

A B-learning strategy for Therapeutics at the Bachelor Level

Background Information:The incorporation of distance learning activities by institutions of higher education is considered an important contribution to create new opportunities for teaching at both, initial and continuing training. In Medicine and Nursing, several papers illustrate the adaptation of technological components and teaching methods are prolific, however, when we look at the Pharmaceutical Education area, the examples are scarce. In that sense this project demonstrates the implementation and assessment of a B-Learning Strategy for Therapeutics using a “case based learning” approach. Setting: Academic Pharmacy Methods:This is an exploratory study involving 2nd year students of the Pharmacy Degree at the School of Allied Health Sciences of Oporto. The study population consists of 61 students, divided in groups of 3-4 elements. The b-learning model was implemented during a time period of 8 weeks. Results:A B-learning environment and digital learning objects were successfully created and implemented. Collaboration and assessment techniques were carefully developed to ensure the active participation and fair assessment of all students. Moodle records show a consistent activity of students during the assignments. E-portfolios were also developed using Wikispaces, which promoted reflective writing and clinical reasoning. Conclusions:Our exploratory study suggests that the “case based learning” method can be successfully combined with the technological components to create and maintain a feasible online learning environment for the teaching of therapeutics.

Work in progress - learning through role play games

It is commonly accepted that the educational environment has been undergoing considerable change due to the use of the Information and Communication tools. But learning depends upon actions such as experimenting, visualizing and demonstrating through which the learner succeeds in constructing his own knowledge. Although it is not easy to achieve these actions through current ICT supported learning approaches, Role Playing Games (RPG) may well develop such capacities. The creation of an interactive computer game with RPG characteristics, about the 500th anniversary of the city of Funchal, the capital of Madeira Island, is invested with compelling educational/pedagogical implications, aiming clearly at teaching history and social relations through playing. Players interpret different characters in different settings/scenarios, experiencing adventures, meeting challenges and trying to reach multiple and simultaneous goals in the areas of education, entertainment and social integration along the first 150 years of the history of Funchal. Through this process they will live and understand all the social and historical factors of that epoch.

Defining and Classifying Learning Outcomes: A case study

Bologne came to globalize education in higher education, creating a unified architecture that potentiates higher education and enhances the continued interconnection of the spaces of education policy in higher education in the world, in particular in Europe. The aim of this work consists in the presentation of an identification model and skills’ classification and learning outcomes, based on the official documents of the course units (syllabus and assessment components) of a course of Higher Education. We are aware that the adoption of this model by different institutions, will contribute to interoperability learning outcomes, thus enhancing the mobility of teachers and students in the EHEA (European Higher Education Area) and third countries.

Informal learning recognition through a cloud ecosystem

Learning and teaching processes, like all human activities, can be mediated through the use of tools. Information and communication technologies are now widespread within education. Their use in the daily life of teachers and learners affords engagement with educational activities at any place and time and not necessarily linked to an institution or a certificate. In the absence of formal certification, learning under these circumstances is known as informal learning. Despite the lack of certification, learning with technology in this way presents opportunities to gather information about and present new ways of exploiting an individual’s learning. Cloud technologies provide ways to achieve this through new architectures, methodologies, and workflows that facilitate semantic tagging, recognition, and acknowledgment of informal learning activities. The transparency and accessibility of cloud services mean that institutions and learners can exploit existing knowledge to their mutual benefit. The TRAILER project facilitates this aim by providing a technological framework using cloud services, a workflow, and a methodology. The services facilitate the exchange of information and knowledge associated with informal learning activities ranging from the use of social software through widgets, computer gaming, and remote laboratory experiments. Data from these activities are shared among institutions, learners, and workers. The project demonstrates the possibility of gathering information related to informal learning activities independently of the context or tools used to carry them out.

TRAILER Project (Tagging, Recognition, Acknowledgment of Informal Learning Experiences) a methodology to make learners' informal learning activities visible to the institutions

The application of information technologies (specially the Internet, Web 2.0 and social tools) make informal learning more visible. This kind of learning is not linked to an institution or a period of time, but it is important enough to be taken into account. On the one hand, learners should be able to communicate to the institutions they are related to, what skills they possess, whether they were achieved in a formal or informal way. On the other hand the companies and educational institutions need to have a deeper knowledge about the competencies of their staff. The TRAILER project provides a methodology supported by a technological framework to facilitate communication about informal learning between businesses, employees and learners. The paper presents the project and some of the work carried out, an exploratory analysis about how informal learning is considered and the technological framework proposed. Whilst challenges remain in terms of establishing the meaningfulness of technological engagement for employees and businesses, the continuing transformation of the social, technological and educational environment is likely to lead to greater emphasis for the effective exploitation of informal learning.