Educational characteristics of adult students in portuguese technological schools

Despite a massive expansion of education in Portugal, since the 1970’s, educational attainment of the adult population in the country remains low. The numbers of working-age people in some form of continuing education are among the lowest, according to the OECD and EU-27 statistics. Technological Schools(TS), initially created in the 1990’s, under the umbrella of the Ministry of Economy in partnership with industry and industrial associations, aimed to prepare qualified staff for industries and services in the country, particularly in the engineering sector, through the provision of post secondary non-university programmes of studies, the CET (Technological Specialization Courses). Successful CET students are awarded a DET(Diploma of Technological Specialization), which corresponds to Vocational Qualification level IV of the EU, according to the latest alteration (2005) of the Education Systems Act (introduced in 1986). In this, CET’s are also clearly defined as one of the routes for access to Higher Education (HE), in Portugal. The PRILHE (Promoting Reflective and Independent Learning in Higher Education) multinational project, funded by the European Socrates Grundtvig Programme, aimed to identify the learning processes which enable adult students in higher education to become autonomous reflective learners and search best practices to support these learning processes. During this research, both quantitative and qualitative methods were used to determine how students organise their studies and develop their learning skills. The Portuguese partner in the project’ consortium used a two case studies approach, one with students of Higher Education Institutions and other with students of TS. This paper only applies to students of TS, as these have a predominant bias towards engineering. Results show that student motivation and professional teaching support contribute equally to the development of an autonomous and reflective approach to learning in adult students; this is essential for success in a knowledge economy, where lifelong learning is the key to continuous employment.

A data-mining-based methodology for transmission expansion planning

In recent decades, all over the world, competition in the electric power sector has deeply changed the way this sector’s agents play their roles. In most countries, electric process deregulation was conducted in stages, beginning with the clients of higher voltage levels and with larger electricity consumption, and later extended to all electrical consumers. The sector liberalization and the operation of competitive electricity markets were expected to lower prices and improve quality of service, leading to greater consumer satisfaction. Transmission and distribution remain noncompetitive business areas, due to the large infrastructure investments required. However, the industry has yet to clearly establish the best business model for transmission in a competitive environment. After generation, the electricity needs to be delivered to the electrical system nodes where demand requires it, taking into consideration transmission constraints and electrical losses. If the amount of power flowing through a certain line is close to or surpasses the safety limits, then cheap but distant generation might have to be replaced by more expensive closer generation to reduce the exceeded power flows. In a congested area, the optimal price of electricity rises to the marginal cost of the local generation or to the level needed to ration demand to the amount of available electricity. Even without congestion, some power will be lost in the transmission system through heat dissipation, so prices reflect that it is more expensive to supply electricity at the far end of a heavily loaded line than close to an electric power generation. Locational marginal pricing (LMP), resulting from bidding competition, represents electrical and economical values at nodes or in areas that may provide economical indicator signals to the market agents. This article proposes a data-mining-based methodology that helps characterize zonal prices in real power transmission networks. To test our methodology, we used an LMP database from the California Independent System Operator for 2009 to identify economical zones. (CAISO is a nonprofit public benefit corporation charged with operating the majority of California’s high-voltage wholesale power grid.) To group the buses into typical classes that represent a set of buses with the approximate LMP value, we used two-step and k-means clustering algorithms. By analyzing the various LMP components, our goal was to extract knowledge to support the ISO in investment and network-expansion planning.

Optimization techniques for power distribution planning with uncertainties: a comparative study

Important research effort has been devoted to the topic of optimal planning of distribution systems. The non linear nature of the system, the need to consider a large number of scenarios and the increasing necessity to deal with uncertainties make optimal planning in distribution systems a difficult task. Heuristic techniques approaches have been proposed to deal with these issues, overcoming some of the inherent difficulties of classic methodologies. This paper considers several methodologies used to address planning problems of electrical power distribution networks, namely mixedinteger linear programming (MILP), ant colony algorithms (AC), genetic algorithms (GA), tabu search (TS), branch exchange (BE), simulated annealing (SA) and the Bender´s decomposition deterministic non-linear optimization technique (BD). Adequacy of theses techniques to deal with uncertainties is discussed. The behaviour of each optimization technique is compared from the point of view of the obtained solution and of the methodology performance. The paper presents results of the application of these optimization techniques to a real case of a 10-kV electrical distribution system with 201 nodes that feeds an urban area.

Learning objects recommendation in an adaptive educational hypermedia system

The aim of this paper is presenting the modules of the Adaptive Educational Hypermedia System PCMAT, responsible for the recommendation of learning objects. PCMAT is an online collaborative learning platform with a constructivist approach, which assesses the user’s knowledge and presents contents and activities adapted to the characteristics and learning style of students of mathematics in basic schools. The recommendation module and search and retrieval module choose the most adequate learning object, based on the user's characteristics and performance, and in this way contribute to the system’s adaptability.

Recommendation and planning through mobile devices in tourism context

In this paper we present a mobile recommendation and planning system, named PSiS Mobile. It is designed to provide effective support during a tourist visit through context-aware information and recommendations about points of interest, exploiting tourist preferences and context. Designing a tool like this brings several challenges that must be addressed. We discuss how these challenges have been overcame, present the overall system architecture, since this mobile application extends the PSiS project website, and the mobile application architecture.

Planning, Cooperation and Competition: A case study in industry and construction in a Portuguese Region

In the present paper we analyzed the behavior of firms in the construction and manufacturing sectors, located in the region of Vale do Sousa, in the north of Portugal. From the literature, even existing some disagreements, it is possible to conclude that planning is crucial for firms survival and growth. Cooperation is another aspect that the literature presents as an important factor for firms sustainability. It also plays a major role in competition, since firms are adopting coopetition strategies. By studying a sample of 251 firms, it was possible to realize, that the majority started their business without a formal planning, and they keep going without using it. In cooperation aspects, there is a lack of cooperation. It was possible to verify, that existing cooperation has some evidence but at a vertical level. These vertical relations were also identified in stakeholder’s involvement.

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.

User modeling In adaptive hypermedia educational systems

This document is a survey in the research area of User Modeling (UM) for the specific field of Adaptive Learning. The aims of this document are: To define what it is a User Model; To present existing and well known User Models; To analyze the existent standards related with UM; To compare existing systems. In the scientific area of User Modeling (UM), numerous research and developed systems already seem to promise good results, but some experimentation and implementation are still necessary to conclude about the utility of the UM. That is, the experimentation and implementation of these systems are still very scarce to determine the utility of some of the referred applications. At present, the Student Modeling research goes in the direction to make possible reuse a student model in different systems. The standards are more and more relevant for this effect, allowing systems communicate and to share data, components and structures, at syntax and semantic level, even if most of them still only allow syntax integration.

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.

Educational in a global environment: non-formal examples of learning practices at the international office

23rd SPACE AGM and Conference from 9 to 12 May 2012 Conference theme: The Role of Professional Higher Education: Responsibility and Reflection Venue: Mikkeli University of Applied Sciences, Mikkeli, Finland

TimeMesh: an educational historical game

The TIMEMESH game, developed in the scope of the European Project SELEAG, is an educational game for learning history, culture and social relations. It is supported by an extensible, online, multi-language, multi-player, collaborative and social platform for sharing and acquiring knowledge of the history of European regions. The game has been already used, with remarkable success, in different European countries like Portugal, Spain, England, Slovenia, Estonia and Belgium.

A new MILP based approach for unit commitment in power production planning

This paper presents a complete, quadratic programming formulation of the standard thermal unit commitment problem in power generation planning, together with a novel iterative optimisation algorithm for its solution. The algorithm, based on a mixed-integer formulation of the problem, considers piecewise linear approximations of the quadratic fuel cost function that are dynamically updated in an iterative way, converging to the optimum; this avoids the requirement of resorting to quadratic programming, making the solution process much quicker. From extensive computational tests on a broad set of benchmark instances of this problem, the algorithm was found to be flexible and capable of easily incorporating different problem constraints. Indeed, it is able to tackle ramp constraints, which although very important in practice were rarely considered in previous publications. Most importantly, optimal solutions were obtained for several well-known benchmark instances, including instances of practical relevance, that are not yet known to have been solved to optimality. Computational experiments and their results showed that the method proposed is both simple and extremely effective.

A multi-objective approach for the motion planning of redundant manipulators

Kinematic redundancy occurs when a manipulator possesses more degrees of freedom than those required to execute a given task. Several kinematic techniques for redundant manipulators control the gripper through the pseudo-inverse of the Jacobian, but lead to a kind of chaotic inner motion with unpredictable arm configurations. Such algorithms are not easy to adapt to optimization schemes and, moreover, often there are multiple optimization objectives that can conflict between them. Unlike single optimization, where one attempts to find the best solution, in multi-objective optimization there is no single solution that is optimum with respect to all indices. Therefore, trajectory planning of redundant robots remains an important area of research and more efficient optimization algorithms are needed. This paper presents a new technique to solve the inverse kinematics of redundant manipulators, using a multi-objective genetic algorithm. This scheme combines the closed-loop pseudo-inverse method with a multi-objective genetic algorithm to control the joint positions. Simulations for manipulators with three or four rotational joints, considering the optimization of two objectives in a workspace without and with obstacles are developed. The results reveal that it is possible to choose several solutions from the Pareto optimal front according to the importance of each individual objective.

Relatório de Estágio de Qualificação Profissional

Mestrado em Educação Pré-Escolar

Relatório de Estágio em Educação Pré-Escolar

O relatório de estágio de qualificação profissional desenvolveu-se no âmbito da Unidade Curricular (UC) de Prática Pedagógica Supervisionada, inserida no Mestrado em Educação Pré- Escolar, nos contextos de creche e pré-escolar. Esta integração implicou a mestranda numa atitude investigativa, traduzida no aprofundamento dos referenciais teóricos abordados na referida UC, que permitiu desenvolver uma atitude indagadora e reflexiva, de modo a aliar saberes teóricos à prática e mobilizá-los em contexto. Efetivando a sua prática pedagógica através da observação, recolha de dados, análise sistemática da ação e reflexão crítica permanente, apoiou-se na metodologia de investigaçãoação, que segundo Elliot (1991) constitui um processo reflexivo, que envolve a mudança de teorias e práticas, permitindo ligar a autoavaliação ao desenvolvimento profissional. A prática pedagógica revista neste documento parte da convicção da mestranda relativamente à importância da observação, na mesma perspetiva de Gonçalves (2006): “se soubermos observar, saberemos compreender, se soubermos compreender, saberemos intervir e se soubermos intervir, saberemos melhorar, estaremos a conferir ao exercício de observação e análise da relação educativa o seu verdadeiro estatuto de instrumento de desenvolvimento pessoal/profissional do formando” (p.72). Foi assim que a mestranda solidificou a construção da sua imagem de criança, encarando-a como ativa e competente, almejando que essa visão se refletisse nas suas planificações, que identificavam necessidades e interesses das crianças, e consequentemente na sua ação. A co construção de saberes e a cooperação assumiram particular relevância no processo de formação e desenvolvimento profissional, proporcionado pelos intervenientes no contexto educativo: par de formação, educadoras, supervisora, pais e comunidade.