Extending the learning object definition to represent programming problems

The present generation of eLearning platforms values the interchange of learning objects standards. Nevertheless, for specialized domains these standards are insufficient to fully describe all the assets, especially when they are used as input for other eLearning services. To address this issue we extended an existing learning objects standard to the particular requirements of a specialized domain, namely the automatic evaluation of programming problems. The focus of this paper is the definition of programming problems as learning objects. We introduce a new schema to represent metadata related to automatic evaluation that cannot be conveniently represented using existing standards, such as: the type of automatic evaluation; the requirements of the evaluation engine; or the roles of different assets - tests cases, program solutions, etc. This new schema is being used in an interoperable repository of learning objects, called crimsonHex.

Defining programming problems as learning objects

Standards for learning objects focus primarily on content presentation. They were already extended to support automatic evaluation but it is limited to exercises with a predefined set of answers. The existing standards lack the metadata required by specialized evaluators to handle types of exercises with an indefinite set of solutions. To address this issue we extended existing learning object standards to the particular requirements of a specialized domain. We present a definition of programming problems as learning objects that is compatible both with Learning Management Systems and with systems performing automatic evaluation of programs. The proposed definition includes metadata that cannot be conveniently represented using existing standards, such as: the type of automatic evaluation; the requirements of the valuation engine; and the roles of different assets - tests cases, program solutions, etc. We present also the EduJudge project and its main services as a case study on the use of the proposed definition of programming problems as learning objects.

Towards e-learning 2.0: case study of an e-learning environment

In these days the learning experience is no longer confined within the four walls of a classroom. Computers and primarily the internet have broadened this horizon by creating a way of delivering education that is known as e-learning. In the meantime, the internet, or more precisely, the Web is heading towards a new paradigm where the user is no longer just a consumer of information and becomes an active part in the communication. This two-way channel where the user takes the role of the producer of content triggered the appearance of new types of services such as Social Networks, Blogs and Wikis. To seize this second generation of communities and services, educational vendors are willing to develop e-learning systems focused on the new and emergent users needs. This paper describes the analysis and specification of an e-learning environment at our School (ESEIG) towards this new Web generation, called PEACE – Project for ESEIG Academic Environment. This new model relies on the integration of several services controlled by teachers and students such as social networks, repositories libraries, e-portfolios and e-conference sytems, intelligent tutors, recommendation systems, automatic evaluators, virtual classrooms and 3D avatars.

Interoperability on e-learning 2.0: the PEACE case study

The confluence of education with the evolution of technology boosted the paradigm shift of the face-to-face learning to distance learning. In this scenario e-Learning plays an essential role as a facilitator of the teaching/learning process. However new demands associated with the new Web paradigm require that existent e-Learning environments characterized mostly by monolithic systems begin interacting with new specialized services. In this decentralized scenario the definition of a strategy of interoperability is the cornerstone to ensure the standardization communication among systems. This paper presents a definition of an interoperability strategy for an e-Learning environment at our School (ESEIG) called PEACE – Project for ESEIG Academic Content Environment. This new interoperability model relies on the application of several coordination and integration standards on several services, controlled by teachers and students, and included in the PEACE environment such as social networks, repositories, libraries, e-portfolios, intelligent tutors, recommendation systems and virtual classrooms.

Curso E-learning de sistemas multicorpo (multibody systems) para engenheiros mecânicos

Trabalho Final de Mestrado para obtenção do grau de Mestre em Engenharia Mecânica

A new horizon for online teaching and learning

The Polytechnic Institute of Oporto (IPP), which has a solid history of online education and innovation through the use of technology, has been particularly interested and focused on Massive Open Online Courses (MOOC) developments. The aim of this paper is to present the whole process from initial discussions to completion of the “Mathematics Without Limits” MOOC Project that exists in IPP and also to contribute for a change in the way as teaching and learning Mathematics is seen and practiced nowadays. In 2013, IPP developed its own platform, which gave us the opportunity to explore new educational techniques as a pedagogical resource as well as to enhance students’ motivation, through a set of interactive materials at their disposal, totally adapted to their needs. Students lack of motivation is mainly justified by their weak Math preparation, poor consolidated basis on the subject and different backgrounds of the students. To tackle this issue and based on our Math online courses teaching experience, we decided to create short duration MOOC, expecting to aid retention of students and also to reverse the path of students giving up on Math by giving them a friendly way of managing their own learning commitment. We also think that this MOOC will be a good approach to level out some math skills among freshmen.

A new horizon for online teaching and learning

The Polytechnic Institute of Oporto (IPP), which has a solid history of online education and innovation through the use of technology, has been particularly interested and focused on Massive Open Online Courses (MOOC) developments. The aim of this paper is to present the whole process from initial discussions to completion of the “Mathematics Without Limits” MOOC Project that exists in IPP and also to contribute for a change in the way as teaching and learning Mathematics is seen and practiced nowadays. In 2013, IPP developed its own platform, which gave us the opportunity to explore new educational techniques as a pedagogical resource as well as to enhance students’ motivation, through a set of interactive materials at their disposal, totally adapted to their needs. Students lack of motivation is mainly justified by their weak Math preparation, poor consolidated basis on the subject and different backgrounds of the students. To tackle this issue and based on our Math online courses teaching experience, we decided to create short duration MOOC, expecting to aid retention of students and also to reverse the path of students giving up on Math by giving them a friendly way of managing their own learning commitment. We also think that this MOOC will be a good approach to level out some math skills among freshmen.

A New horizon for online teaching and learning

The Polytechnic Institute of Oporto (IPP), which has a solid history of online education and innovation through the use of technology, has been particularly interested and focused on Massive Open Online Courses (MOOC) developments. The aim of this paper is to present the whole process from initial discussions to completion of the “Mathematics Without Limits” MOOC Project that exists in IPP and also to contribute for a change in the way as teaching and learning Mathematics is seen and practiced nowadays. In 2013, IPP developed its own platform, which gave us the opportunity to explore new educational techniques as a pedagogical resource as well as to enhance students’ motivation, through a set of interactive materials at their disposal, totally adapted to their needs. Students lack of motivation is mainly justified by their weak Math preparation, poor consolidated basis on the subject and different backgrounds of the students. To tackle this issue and based on our Math online courses teaching experience, we decided to create short duration MOOC, expecting to aid retention of students and also to reverse the path of students giving up on Math by giving them a friendly way of managing their own learning commitment. We also think that this MOOC will be a good approach to level out some math skills among freshmen.

Learning in higher education: strategies to overcome challenges faced by adult students – lessons drawn from two case studies in Portugal

This paper appears in International Journal of Information and Communication Technology Education edited by Lawrence A. Tomei (Ed.) Copyright 2007, IGI Global, www.igi-global.com. Posted by permission of the publisher. URL:http://www.idea-group.com/journals/details.asp?id=4287.

Institutional factors governing the deployment of remote experiments: lessons from the rexnet project

Remote labs offer many unique advantages to students as they provide opportunities to access experiments and learning scenarios that would be otherwise unavailable. At the same time, however, these opportunities introduce real challenges to the institutions hosting the remote labs. This paper draws on the experiences of the REXNET project consortium to expose a number of these issues as a means of furthering the debate on the value of remote labs and the best practices in deploying them. The paper presents a brief outline of the various types of remote lab scenarios that might be deployed. It then describes the key human and technological actors that have an interest in or are intrinsic to a remote lab instance, with a description of the role of each actor and their interest. Some relationships between these various actors are then discussed with some factors that might influence those relationships. Finally some general issues are briefly described.

Portuguese entrepreneurial women – fostering learning communities

This article repports findings on a project - DONA EMPRESA - that the Portuguese Association of Women Entrepreneurs has been promoting for four years now. The project aims at supporting unemployed women, having a business idea, to create their own employment. So far about one hundred enterprises have been created in the scope of this project, their surviving rate being very high after one year of business running.

The European Project Semester at ISEP: the challenge of educating global engineers

Current engineering education challenges require approaches that promote scientific, technical, design and complementary skills while fostering autonomy, innovation and responsibility. The European Project Semester (EPS) at Instituto Superior de Engenharia do Porto (ISEP) (EPS@ISEP) is a one semester project-based learning programme (30 European Credit Transfer Units (ECTU)) for engineering students from diverse scientific backgrounds and nationalities that intends to address these goals. The students, organised in multidisciplinary and multicultural teams, are challenged to solve real multidisciplinary problems during one semester. The EPS package, although on project development (20 ECTU), includes a series of complementary seminars aimed at fostering soft, project-related and engineering transversal skills (10 ECTU). Hence, the students enrolled in this programme improve their transversal skills and learn, together and with the team of supervisors, subjects distinct from their core training. This paper presents the structure, implementation and results of the EPS@ISEP that was created in 2011 to apply the best engineering practices and promote internationalisation and engineering education innovation at ISEP.

Personal learning environments: integration of Web 2.0 applications and content management systems

This paper presents an ongoing project that implements a platform for creating personal learning environments controlled by students, integrating Web 2.0 applications and content management systems, enabling the safe use of content created in Web 2.0 applications, allowing its publication in the infrastructure controlled by the HEI. Using this platform, students can develop their personal learning environment (PLE) integrated with the Learning Management System (LMS) of the HEI, enabling the management of their learning and, simultaneously, creating their e-portfolio with digital content developed for Course Units (CU). All this can be maintained after the student completes his academic studies, since the platform will remain accessible to students even after they leave the HEI and lose access to its infrastructure. The platform will enable the safe use of content created in Web 2.0 applications, allowing its protected publication in the infrastructure controlled by HEI, thus contributing to the adaptation of the L&T paradigm to the Bologna process.

The impact of an online mathematics education project (MATACTIVA) on higher education students

The Online Mathematics Education Project (MatActiva) is an exciting new initiative which aims to support and enhance mathematics education. The project is led by the Institute of Accounting and Administration of Porto (ISCAP), part of the Polytechnic Institute of Porto (IPP). It provides innovative resources and carefully constructed materials around themes such as Elementary Mathematics, Calculus, Algebra, Statistics and Financial Mathematics to help support and inspire students and teachers of mathematics. The goal is to increase mathematical understanding, confidence and enjoyment, enrich the mathematical experience of each person, and promote creative and imaginative approaches to mathematics. Furthermore the project can be used to deliver engaging and effective mathematics instruction through the flipped classroom model. This paper also presents the findings of a large survey, whose propose was to study the student’s reaction to the project.

Mobile learning: recetividade e predisposição do ensino superior para a sua utilização

A evolução dos dispositivos móveis e a mudança de paradigma educacional, permitiu o surgimento de um novo conceito no processo de ensino e aprendizagem, o mobile learning. O mobile learning pode ser visto como um conceito multidisciplinar, dependendo da perspetiva de cada autor, pois ainda não existe um consenso em relação à definição do conceito. No entanto, todos os autores concordam que o mobile learning consiste na aquisição de conhecimento ou competência através do uso de tecnologias móveis, em qualquer lugar e momento. A presente investigação, de natureza exploratória, pretendeu estudar a receptividade e predisposição dos estudantes e docentes do ensino superior para com a utilização do mobile learning, uma vez que o ensino superior parece ser o ambiente ideal para a realização deste estudo. Por um lado, devido à democratização dos dispositivos móveis, por outro, porque o Instituto Politécnico do Porto pretende vir a implementar um projeto de mobile learning, enquadrado no e- IPP. Deste modo, para a concretização desta investigação, foi realizada uma revisão bibliográfica exaustiva que serviu de base de sustentação para todo o trabalho, complementada com um questionário, de forma a dar resposta às questões de investigação. Depois de recolhidos todos os resultados obtidos através do questionário, procedeu-se à análise e discussão mesmos, bem como às respectivas conclusões.