Information and communication technologies in education – a web-based intelligent tutoring system on teaching and learning electrical project

Electrical activity is extremely broad and distinct, requiring by one hand, a deep knowledge on rules, regulations, materials, equipments, technical solutions and technologies and assistance in several areas, as electrical equipment, telecommunications, security and efficiency and rational use of energy, on the other hand, also requires other skills, depending on the specific projects to be implemented, being this knowledge a characteristic that belongs to the professionals with relevant experience, in terms of complexity and specific projects that were made.

Knowledge sharing and learning processes: case study of portuguese technological schools and higher education institutions

Paper to be presented at the ESREA Conference Learning to Change? The Role of Identity and Learning Careers in Adult Education, 7-8 December, 2006, Université Catholique Louvain, Louvain–la-Neuve, Belgium

Finnish Kullervo and chinese martial arts stories

Introduction: There are many important Finnish plays but, due to language barrier, Finnish drama is seldom exported, particularly to Hong Kong and China.. Objective: To find out differences in mentality between the Finnish and Chinese peoples by comparing the partially localized Chinese translation of Aleksis Kivi’s tragedy, Kullervo, with genuine Chinese martial arts literature. Methodology: 1. Chapman Chen has translated the Finnish classic, Kullervo, directly from Finnish into Chinese and published it in 2005. 2. In Chen’s Chinese translation, cultural markers are domesticated. On the other hand, values, characterization, plot, and rhythm remain unchanged. 3. According to Gideon Tory, the translator has to strike a golden mean between the norms of the source language and the target language. 4. Lau Tingci lists and explicates the essential components of martial arts drama. 5. According to Ehrnrooth’s “Mentality”, equality is the most important value in Finnish culture. Findings: i. Finland emphasizes independence while China emphasizes bilateral relationships. ii. The Finnish people loves freedom, but Gai Sizung argues that the Chinese people is slavish. iii. Finns are mature while many Chinese are, according to Sun Lung-kee (“The Deep Structure of Chinese Culture”; “The Deep Structure of Chinese Sexuality”), fixated at the oral and anal stages. iv. Finnish society highly values equality while Chinese interpersonal relationships are extremely complicated and hierachical. If Kullervo were a genuine Chinese kungfu story, the plot would be much more convoluted. Conclusion: The differences between Finnish and Chinese mentalities are so significant that partially localized or adapted Chinese translations of Finnish drama may still be able to introduce Finnish culture to the Chinese audience.

Formative assessment and motivation in higher education: a successful approach in mechanical engineer thermodynamics

Between 2000/01 and 2006/07, the approval rate of a Thermodynamics course in a Mechanical Engineer graduation was 25%. However, a careful analysis of the results showed that 41% of the students chosen not to attend or dropped out, missing the final examination. Thus, a continuous assessment methodology was developed, whose purpose was to reduce drop out, motivating students to attend this course, believing that what was observed was due, not to the incapacity to pass, but to the anticipation of the inevitability of failure by the students. If, on one hand, motivation is defined as a broad construct pertaining to the conditions and processes that account for the arousal, direction, magnitude, and maintenance of effort, on the other hand, assessment is one of the most powerful tools to change the will that students have to learn, motivating them to learn in a quicker and permanent way. Some of the practices that were implemented, included: promoting learning goal orientation rather than performance goal orientation; cultivating intrinsic interest in the subject and put less emphasis on grades but make grading criteria explicit; emphasizing teaching approaches that encourage collaboration among students and cater for a range of teaching styles; explaining the reasons for, and the implications of, tests; providing feedback to students about their performance in a form that is non-egoinvolving and non-judgemental and helping students to interpret it; broadening the range of information used in assessing the attainment of individual students. The continuous assessment methodology developed was applied in 2007/08 and 2008/09, having found an increase in the approval from 25% to 55% (30%), accompanied by a decrease of the drop out from 41% to 23,5% (17,5%). Flunking with a numerical grade lowered from 34,4% to 22,0% (12,4%). The perception by the students of the continuous assessment relevance was evaluated with a questionnaire. 70% of the students that failed the course respond that, nevertheless, didn’t repent having done the continuous assessment.