On-line collaborative learning for in-service teacher education

This article brings some of the results of a study that analyzes a hybrid course for in-service teachers in the Project Teletandem Brazil: foreign languages for all. In this project, Brazilian teachers of Spanish as a foreign language took part in a blended tandem learning course, communicating via videoconferencing with Uruguayan teachers of Portuguese as a foreign language. The aim of the study was to verify Brazilian teachers' concepts and beliefs concerning language and culture and how the teletandem interactions affected them. After the interactions, teachers' views of culture seemed to also incorporate aspects of culture as an interpersonal process, instead of the factual and static view which was previously predominant. Therefore teacher education programs must consider the possibility of conjugating theory and reflective practice through the use of videoconference tools in order to allow teachers to experience culture rather learn facts about it. © 2011 ACADEMY PUBLISHER.

Collaborative language learning in Teletandem: a resource for pre-service teacher education

This article presents some of the results of a qualitative research project about the influences of the pedagogic strategies used by a mediator (graduate student in applied linguistics) in the supervision process of a Teletandem partner (undergraduate student in languages) on her pedagogical practice. It was done within the project Teletandem Brazil: foreign language for all. Based on the reflective teaching paradigm and collaborative language learning, with special emphasis on tandem learning, we analyzed the contributions of the collaborative relationship established between the graduate student and the student-teacher in her first teaching experience. The results bring about implications for the field of language teacher education in a perspective of education within practice, evidencing the experience of collaborative learning in teletandem as an opportunity for reflective teacher education of pre-service teachers.

Automatic Classification of Three-Phase Flow Patterns of Heavy Oil in a Horizontal Pipe Using Support Vector Machines

The pipe flow of a viscous-oil-gas-water mixture such as that involved in heavy oil production is a rather complex thereto-fluid dynamical problem. Considering the complexity of three-phase flow, it is of fundamental importance the introduction of a flow pattern classification tool to obtain useful information about the flow structure. Flow patterns are important because they indicate the degree of mixing during flow and the spatial distribution of phases. In particular, the pressure drop and temperature evolution along the pipe is highly dependent on the spatial configuration of the phases. In this work we investigate the three-phase water-assisted flow patterns, i.e. those configurations where water is injected in order to reduce friction caused by the viscous oil. Phase flow rates and pressure drop data from previous laboratory experiments in a horizontal pipe are used for flow pattern identification by means of the 'support vector machine' technique (SVM).

Precipitates segmentation from scanning electron microscope images through machine learning techniques

The presence of precipitates in metallic materials affects its durability, resistance and mechanical properties. Hence, its automatic identification by image processing and machine learning techniques may lead to reliable and efficient assessments on the materials. In this paper, we introduce four widely used supervised pattern recognition techniques to accomplish metallic precipitates segmentation in scanning electron microscope images from dissimilar welding on a Hastelloy C-276 alloy: Support Vector Machines, Optimum-Path Forest, Self Organizing Maps and a Bayesian classifier. Experimental results demonstrated that all classifiers achieved similar recognition rates with good results validated by an expert in metallographic image analysis. © 2011 Springer-Verlag Berlin Heidelberg.

Desempenho oral em português para falantes de outras línguas: da avaliação à aprendizagem de línguas estrangeiras em contexto online

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Stable isotopes (H-2, O-18 and C-13) in groundwaters from the northwestern portion of the Guarani Aquifer System (Brazil)

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A formação do formador de professores: perspectivas de colaboração entre graduandos e pós-graduandos no projeto Teletandem Brasil

Este artigo apresenta os resultados de um estudo qualitativo realizado no projeto Teletandem Brasil sobre os processos de supervisão e estratégias pedagógicas utilizadas por uma mediadora no processo de mediação de um par interagente. Baseando-nos no paradigma da formação reflexiva, na teoria sociocultural de Vygotsky e na aprendizagem colaborativa de línguas, com especial ênfase para o regime tandem, analisamos as contribuições da relação colaborativa formada entre uma aluna de pós-graduação e uma aluna-professora em formação. Os resultados trazem implicações para o campo da formação de professores de línguas, em relação a uma perspectiva de formação na prática, evidenciando a experiência de ensino e aprendizagem colaborativos no Teletandem como uma oportunidade para a formação reflexiva do aluno-professor, o interagente, e também do futuro formador de professores, o mediador.

Groundwater geochemical evolution in the northern portion of the Guarani Aquifer System (Brazil) and its relationship to diagenetic features

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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.

Carbon dioxide evaporation in a single microchannel

Despite its importance for designing evaporators and condensers, a review of the literature shows that heat transfer data during phase change of carbon dioxide is very limited, mainly for microchannel flows. In order to give a contribution on this subject, an experimental study of CO 2 evaporation inside a 0.8 mm-hydraulic diameter microchannel was performed in this work. The average heat transfer coefficient along the microchannel was measured and visualization of the flow patterns was conducted. A total of 67 tests were performed at saturation temperature of 23.3°C for a heat flux of 1800 W/(m2°C). Vapor qualities ranged from 0.005 to 0.88 and mass flux ranged from 58 to 235 kg/(m2s). An average heat transfer coefficient of 9700 W/(m2°C) with a standard deviation of 35% was obtained. Nucleate boiling was found to characterize the flow regime for the test conditions. The dryout of the flow, characterized by the sudden reduction in the heat transfer coefficient, was identified at vapor qualities around 0.85. Flow visualization results showed three flow patterns. For low vapor qualities (up to about 0.25), plug flow was predominant, while slug flow occurred at moderated vapor qualities (from about 0.25 to 0.50). Annular flow was the flow pattern for higher vapor qualities. Copyright © 2006 by ABCM.

A Prática do Professor que Ensina Matemática e a Colaboração: uma reflexão a partir de processos formativos virtuais

This text presents some reflections about the educational and virtual processes of mathematics teachers drawing on research on the theme. Thus, in this text, considering our experiences with the development of online courses, we discuss issues such as collaboration in virtual environments, which contributes to more effective results in collaborative learning and reduces the potential of isolation of student/teacher that can occur in virtual environments. Through collaborative learning in a virtual community, students/teachers have the opportunity to practice and think in-depth about their learning experiences by sharing new ideas with the group and receiving critical and constructive feedback. Moreover, the virtuality formed by the environment of online courses supports educational spaces for teachers who teach mathematics. Thus, collaboration emerges as an essential element for construction of meanings and for sharing experiences on the practice of teaching.

Automatic segmentation of the secondary austenite-phase island precipitates in a superduplex stainless steel weld metal

Duplex and superduplex stainless steels are class of materials of a high importance for engineering purposes, since they have good mechanical properties combination and also are very resistant to corrosion. It is known as well that the chemical composition of such steels is very important to maintain some desired properties. In the past years, some works have reported that γ 2 precipitation improves the toughness of such steels, and its quantification may reveals some important information about steel quality. Thus, we propose in this work the automatic segmentation of γ 2 precipitation using two pattern recognition techniques: Optimum-Path Forest (OPF) and a Bayesian classifier. To the best of our knowledge, this if the first time that machine learning techniques are applied into this area. The experimental results showed that both techniques achieved similar and good recognition rates. © 2012 Taylor & Francis Group.

Fast robot voice interface through optimum-path forest

Voice-based user interfaces have been actively pursued aiming to help individuals with motor impairments, providing natural interfaces to communicate with machines. In this work, we have introduced a recent machine learning technique named Optimum-Path Forest (OPF) for voice-based robot interface, which has been demonstrated to be similar to the state-of-the-art pattern recognition techniques, but much faster. Experiments were conducted against Support Vector Machines, Neural Networks and a Bayesian classifier to show the OPF robustness. The proposed architecture provides high accuracy rates allied with low computational times. © 2012 IEEE.

Intrusion detection in computer networks using optimum-path forest clustering

Nowadays, organizations face the problem of keeping their information protected, available and trustworthy. In this context, machine learning techniques have also been extensively applied to this task. Since manual labeling is very expensive, several works attempt to handle intrusion detection with traditional clustering algorithms. In this paper, we introduce a new pattern recognition technique called Optimum-Path Forest (OPF) clustering to this task. Experiments on three public datasets have showed that OPF classifier may be a suitable tool to detect intrusions on computer networks, since it outperformed some state-of-the-art unsupervised techniques. © 2012 IEEE.

Digital proficiency and digital inclusion: Comparison between students of computer science, public relations and engineering

New information and communication technologies may be useful for providing more in-depth knowledge to students in many ways, whether through online multimedia educational material, or through online debates with colleagues, teachers and other area professionals in a synchronous or asynchronous manner. This paper focuses on participation in online discussion in e-learning courses for promoting learning. Although an important theoretical aspect, an analysis of literature reveals there are few studies evaluating the personal and social aspects of online course users in a quantitative manner. This paper aims to introduce a method for diagnosing inclusion and digital proficiency and other personal aspects of the student through a case study comparing Information System, Public Relations and Engineering students at a public university in Brazil. Statistical analysis and analysis of variances (ANOVA) were used as the methodology for data analysis in order to understand existing relations between the components of the proposed method. The survey methodology was also used, in its online format, as a research instrument. The method is based on using online questionnaires that diagnose digital proficiency and time management, level of extroversion and social skills of the students. According to the sample studied, there is no strong correlation between digital proficiency and individual characteristics tied to the use of time, level of extroversion and social skills of students. The differences in course grades for some components are partly due to subject 'Introduction to Economics' being offered to freshmen in Public Relations, whereas subject 'Economics in Engineering' is offered in the final semesters of Engineering and Information Systems courses. Therefore, the difference could be more tied to the respondent's age than to the course. Information Systems students were observed to be older, with access to computers and Internet at the workplace, compared to the other students who access the Internet more often from home. This paper presents a pilot study aimed at conducting a diagnosis that permits proposing actions for information and communication technology to contribute towards student education. Three levels of digital inclusion are described as a scale to measure whether information technology increases personal performance and professional knowledge and skills. This study may be useful for other readers interested in themes related to education in engineering. © 2013 IEEE.