Conditional reasoning: A key to assessing computer-based knowledge-building communication processes

This article describes a methodological approach to conditional reasoning in online asynchronous learning environments such as Virtual-U VGroups, developed by SFU, BC, Canada, consistent with the notion of meaning implication: If part of a meaning C is embedded in B and a part of a meaning B is embedded in A, then A implies C in terms of meaning [Piaget 91]. A new transcript analysis technique was developed to assess the flows of conditional meaning implications and to identify the occurrence of hypotheses and connections among them in two human science graduate mixed-mode online courses offered in the summer/spring session of 1997 by SFU. Flows of conditional meaning implications were confronted with Virtual-U VGroups threads and results of the two courses were compared. Findings suggest that Virtual-U VGroups is a knowledge-building environment although the tree-like Virtual-U VGroups threads should be transformed into neuronal-like threads. Findings also suggest that formulating hypotheses together triggers a collaboratively problem-solving process that scaffolds knowledge-building in asynchronous learning environments: A pedagogical technique and an built-in tool for formulating hypotheses together are proposed. © Springer Pub. Co.

Evaluation of the Computer-based Battery for Oral Language (BILOv3) through the Rasch model for a Brazilian Sample

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Continuous-time and discrete-time sliding mode control accomplished using a computer

A computer-based sliding mode control (SMC) is analysed. The control law is accomplished using a computer and A/D and D/A converters. Two SMC designs are presented. The first one is a continuous-time conventional SMC design, with a variable structure law, which does not take into consideration the sampling period. The second one is a discrete-time SMC design, with a smooth sliding law, which does not have a structure variable and takes into consideration the sampling period. Both techniques are applied to control an inverted pendulum system. The performance of both the continuous-time and discrete-time controllers are compared. Simulations and experimental results are shown and the effectiveness of the proposed techniques is analysed.

Java applets para um software educacional distribuído em eletrônica de potência

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

In silico network topology-based prediction of gene essentiality

The identification of genes essential for survival is important for the understanding of the minimal requirements for cellular life and for drug design. As experimental studies with the purpose of building a catalog of essential genes for a given organism are time-consuming and laborious, a computational approach which could predict gene essentiality with high accuracy would be of great value. We present here a novel computational approach, called NTPGE (Network Topology-based Prediction of Gene Essentiality), that relies on the network topology features of a gene to estimate its essentiality. The first step of NTPGE is to construct the integrated molecular network for a given organism comprising protein physical, metabolic and transcriptional regulation interactions. The second step consists in training a decision-tree-based machine-learning algorithm on known essential and non-essential genes of the organism of interest, considering as learning attributes the network topology information for each of these genes. Finally, the decision-tree classifier generated is applied to the set of genes of this organism to estimate essentiality for each gene. We applied the NTPGE approach for discovering the essential genes in Escherichia coli and then assessed its performance. (C) 2007 Elsevier B.V. All rights reserved.

Quantitative cell-cycle protein expression in oral cancer assessed by computer-assisted system

The knowledge of cell-cycle control has shown that the capacity of malignant growth is acquired by the stepwise accumulation of defects in specific genes regulating cell growth. Histologic diagnosis might be improved by a quantitative evaluation of more specific diagnosis biomarkers, which could help to precisely identify pre-malignant and malignant oral lesions. The aim of the present study is to evaluate whether computer-based quantitative assessment of p53, PCNA and Ki-67 immunohistochemical expression, could be used clinically to foresee the risk of oral malignant transformation. This retrospective study was carried out in ninety-five oral biopsies, 27 were classified as fibrous inflammatory hyperplasia, 40 as leukoplakia and 28 as oral squamous cell carcinoma. Sixteen out of the 40 leukoplakia were diagnosed as non-dysplastic leukoplakia, the other 24 being dysplastic leukoplakia, of which 50.0% were classified as moderate to severe dysplasia. Comparison of the four groups of oral tissues showed significant rises in p53 and Ki-67 positivity index, which increased steadily in the order benign, pre-malignant, and malignant. In contrast, it was not possible to relate higher PCNA levels with pre-malignant and malignant oral lesions. We therefore conclude that PCNA immunohistochemistry expression is probably an inappropriate marker to identify oral carcinogenesis, whereas joint quantitative evaluation of p53 and Ki-67, appears to be useful as a tumor marker, providing a pre-diagnostic estimate of the potential for cell-cycle deregulation of the oral proliferate status.

Information Visualization to support decision making in the context of distance learning: A study with VLE TelEduc

Digital data sets constitute rich sources of information, which can be extracted and evaluated applying computational tools, for example, those ones for Information Visualization. Web-based applications, such as social network environments, forums and virtual environments for Distance Learning, are good examples for such sources. The great amount of data has direct impact on processing and analysis tasks. This paper presents the computational tool Mapper, defined and implemented to use visual representations - maps, graphics and diagrams - for supporting the decision making process by analyzing data stored in Virtual Learning Environment TelEduc-Unesp. © 2012 IEEE.

Aprendizagem de alemão e português via teletandem: um estudo com base na teoria da atividade

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Reliability of Web-Based Information in Inquiry Projects

This case study aims at identifying how a community of secondary school students selects web-based information and factors associated with the reliability of online reference sources during their collaborative inquiry (co-inquiry) projects. This study, conducted in a public secondary school in Brazil, focused on information literacy skills for collaborative open learning (colearning). The research is based on qualitative content analysis implemented on the online platform weSPOT. Although students are mindful of the importance of comparing different sources of information they seem not to be aware of reliability in online environments. Teacher's guidance is essential to support co-learners in developing competences, particularly related to critical thinking.

Social-spider optimization-based artificial neural networks training and its applications for Parkinson's disease identification

Evolutionary algorithms have been widely used for Artificial Neural Networks (ANN) training, being the idea to update the neurons' weights using social dynamics of living organisms in order to decrease the classification error. In this paper, we have introduced Social-Spider Optimization to improve the training phase of ANN with Multilayer perceptrons, and we validated the proposed approach in the context of Parkinson's Disease recognition. The experimental section has been carried out against with five other well-known meta-heuristics techniques, and it has shown SSO can be a suitable approach for ANN-MLP training step.

Passos para a elaboração de um curso de EAP para pós-graduandos em Ciência da Computação

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Um modelo cognitivo baseado na atenção para consciência em robôs inteligentes

Understanding consciousness is one of the most fascinating challenges of our time. From ancient civilizations to modern philosophers, questions have been asked on how one is conscious of his/her own existence and about the world that surrounds him/her. Although there is no precise definition for consciousness, there is an agreement that it is strongly related to human cognitive processes such as: thinking, reasoning, emotions, wishes. One of the key processes to the arising of the consciousness is the attention, a process capable of promoting a selection of a few stimuli from a huge amount of information that reaches us constantly. Machine consciousness is the field of the artificial intelligence that investigate the possibility of the production of conscious processes in artificial devices. This work presents a review about the theme of consciousness - in both natural and artificial aspects -, discussing this theme from the philosophical and computational perspectives, and investigates the feasibility of the adoption of an attentional schema as the base to the cognitive processing. A formal computational model is proposed for conscious agents that integrates: short and long term memories, reasoning, planning, emotion, decision making, learning, motivation and volition. Computer experiments in a mobile robotics domain under USARSim simulation environment, proposed by RoboCup, suggest that the agent can be able to use these elements to acquire experiences based on environment stimuli. The adoption of the cognitive architecture over the attentional model has potential to allow the emergence of behaviours usually associated to the consciousness in the simulated mobile robots. Further implementation under this model could potentially allow the agent to express sentience, selfawareness, self-consciousness, autonoetic consciousness, mineness and perspectivalness. By performing computation over an attentional space, the model also allows the ...

Aprendizado de máquina baseado em tensores e suas aplicacções para floresta de caminhos ótimos

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Ensino de leitura e escrita em crianças com diferentes necessidades educacionais especiais por meio de um programa informatizado de ensino

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

Um ensaio sobre as concepções de professores de Matemática: possibilidades metodológicas e um exercício de pesquisa

Este artigo tem como tema principal as concepções dos professores de Matemática. Considerando o termo concepção a partir do pragmatismo de Peirce, elabora-se um conjunto de parâmetros metodológicos - chamado de método indireto - a ser aplicado no estudo das concepções de professores de Matemática. Trata-se, em síntese, de investigar as concepções dos professores interpelando-os não sobre suas crenças, mas sobre suas práticas. Fundamentando essa abordagem indireta e explicitando-a em sua natureza qualitativa, o artigo segue apresentando, como exemplo, um exercício desse método indireto: um estudo sobre os critérios que os professores utilizam quando escolhem livros-texto para sua sala de aula, abordando, conseqüentemente, quais concepções de Matemática e de seu ensino e aprendizagem tais critérios desvendam. Partindo de depoimentos de professores de Matemática, o estudo indica que os professores agem com certa independência quando escolhem os materiais utilizados em suas atividades docentes. Buscam, ao mesmo tempo, apoio em uma vasta gama de livros didáticos, desconsiderando as particularidades de cada obra e as abordagens e perspectivas defendidas por seus autores. Embora submetam-se ao livro didático - considerado uma referência legítima e segura -, os professores o subvertem, buscando adequá-lo ao que consideram correto. Dessa constatação, algumas das concepções dos professores podem ser realçadas: o aluno, via de regra, é avaliado e classificado pelas lacunas que apresenta em relação aos conteúdos. Dessa postura, segue a valorização da precedência lógica dos conteúdos, de sua apresentação linear, e a defesa de pré-requisitos que viabilizariam o ensino e, conseqüentemente, implicam a legitimidade de aulas predominantemente expositivas.