NEST - Novo Estudo Sem Tutor

Trabalho de projeto de mestrado, Educação (Área de especialidade em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2015

We are special, just the way we are!Listening to children's voices in an Inclusive Multicultural Environment

The aim of this research is to provide insight into how middle school learners experience an inclusive multicultural learning environment. Increasing diversity is challenging European educational systems, which have the arduous task to foster inclusion of learners with diverse educational needs. In order to explore the participants’ descriptions, a qualitative approach based on semi-structured interviews with six learners was employed. Learners’ positions in the educational scenery are central and unique; they are the main experts on their own situations and therefore precious contributors to educational research. Results have been discussed according to a sociocultural perspective. The analysis of my data suggests that the learners perceive their inclusive environment as beneficial. Moreover, they perceive their cultural diversity as strength, reckon social interaction and teamwork with peers as favorable conditions for learning, feel competent in multicultural communication and believe that respect and acceptance towards others are necessary common values. Some implications of multiculturalism in special education are discussed according to the results of a recent European study, which shows that in all the participating European countries, Sweden included, there is a consistent discrepancy in the proportions of learners with immigrant background within special education. Assessment methods developed for mono-cultural learners appear to be a valid reason why multicultural learners are over-or under-represented in special education. Research also shows that inclusion of diversity in educational environment enables the development of social skills in all learners.

Predicting structural disruption of proteins caused by crossover

We present a machine learning model that predicts a structural disruption score from a protein’s primary structure. SCHEMA was introduced by Frances Arnold and colleagues as a method for determining putative recombination sites of a protein on the basis of the full (PDB) description of its structure. The present method provides an alternative to SCHEMA that is able to determine the same score from sequence data only. Circumventing the need for resolving the full structure enables the exploration of yet unresolved and even hypothetical sequences for protein design efforts. Deriving the SCHEMA score from a primary structure is achieved using a two step approach: first predicting a secondary structure from the sequence and then predicting the SCHEMA score from the predicted secondary structure. The correlation coefficient for the prediction is 0.88 and indicates the feasibility of replacing SCHEMA with little loss of precision. ©2005 IEEE

FlexSIG-Flexible software inspection groupware

The objective of this research is to design and build a groupware system which will allow members of a distributed group more flexibility in performing software inspection. Software inspection, which is part of non-execution based testing in software development, is a group activity. The groupware system aims to provide a system that will improve acceptability of groupware and improve software quality by providing a software inspection tool that is flexible and adaptable. The groupware system provide a flexible structure for software inspection meetings. The groupware system will extend the structure of the software inspection meeting itself, allowing software inspection meetings to use all four quadrant of the space-time matrix: face-to-face, distributed synchronous, distributed asynchronous, and same place-different time. This will open up new working possibilities. The flexibility and adaptability of the system allows work to switch rapidly between synchronous and asynchronous interaction. A model for a flexible groupware system was developed. The model was developed based on review of the literature and questionnaires. A prototype based on the model was built using java and WWW technology. To test the effectiveness of the system, an evaluation was conducted. Questionnaires was used to gather response from the users. The evaluations ascertained that the model developed is flexible and adaptable to the different working modes, and the system is capable of supporting several different models of the software inspection process.

Charge effects on the hindered transport of macromolecules across the endothelial surface glycocalyx layer

A fluid mechanical and electrostatic model for the transport of solute molecules across the vascular endothelial surface glycocalyx layer (EGL) was developed to study the charge effect on the diffusive and convective transport of the solutes. The solute was assumed to be a spherical particle with a constant surface charge density, and the EGL was represented as an array of periodically arranged circular cylinders of like charge, with a constant surface charge density. By combining the fluid mechanical analyses for the flow around a solute suspended in an electrolyte solution and the electrostatic analyses for the free energy of the interaction between the solute and cylinders based on a mean field theory, we estimated the transport coefficients of the solute across the EGL. Both of diffusive and convective transports are reduced compared to those for an uncharged system, due to the stronger exclusion of the solute that results from the repulsive electrostatic interaction. The model prediction for the reflection coefficient for serum albumin agreed well with experimental observations if the charge density in the EGL is ranged from approximately -10 to -30 mEq/l.

Neural Networks: A Diagnostic Tool for Gastric Electrical Uncoupling?

Neural Networks have been successfully employed in different biomedical settings. They have been useful for feature extractions from images and biomedical data in a variety of diagnostic applications. In this paper, they are applied as a diagnostic tool for classifying different levels of gastric electrical uncoupling in controlled acute experiments on dogs. Data was collected from 16 dogs using six bipolar electrodes inserted into the serosa of the antral wall. Each dog underwent three recordings under different conditions: (1) basal state, (2) mild surgically-induced uncoupling, and (3) severe surgically-induced uncoupling. For each condition half-hour recordings were made. The neural network was implemented according to the Learning Vector Quantization model. This is a supervised learning model of the Kohonen Self-Organizing Maps. Majority of the recordings collected from the dogs were used for network training. Remaining recordings served as a testing tool to examine the validity of the training procedure. Approximately 90% of the dogs from the neural network training set were classified properly. However, only 31% of the dogs not included in the training process were accurately diagnosed. The poor neural-network based diagnosis of recordings that did not participate in the training process might have been caused by inappropriate representation of input data. Previous research has suggested characterizing signals according to certain features of the recorded data. This method, if employed, would reduce the noise and possibly improve the diagnostic abilities of the neural network.

Working adult students' perspectives on persisting in college

The purpose of this study was to describe and explain working adult undergraduate students' perspectives on persistence in college in order to address the applicability of retention theory to a specific group of college students. Retention of college students is a major concern in higher education where persistence rates have continued to decline for the last 16 years and changing student demographics have influenced enrollment patterns. ^ A qualitative research design was used. Data were collected through in-depth semi-structured interviews with nine working adult undergraduate students. The participants were selected to include diversity in age, race/ethnicity, family roles, career/work levels, college majors, and educational histories. ^ Triangulation was performed on data from the interviews, participant data forms, and a research journal. Open and axial coding were used to generate emerging themes. Member checking was used to verify the interpretation of the participants' perspectives. A peer reviewer corroborated the data analysis. Three major themes emerged from the data which explained how the students stayed motivated, engaged in learning, and managed the institutional aspects of college. ^ Five conclusions were drawn from the findings of this study. First, working adult students described their core experience of college as both positive and negative, creating tensions and often conflicts that influenced their persistence. Second, persistence factors associated with working adult students included personal aspects, such as having clear career/life goals, self management skills, and supportive relationships; learning aspects, such as interactive teaching methods, connections to prior learning, and relevance to career/life goals; and institutional aspects, such as customer service orientation of staff, flexibility of policies and procedures, and convenient access to information. Third, current retention theory was applicable to working adult students. However, working adult students described their experience of academic and social integration differently from that of traditional college students found in the literature. Fourth, findings from this study supported the developmental components of the Adult Persistence in Learning model (MacKinnon-Slaney, 1994). Finally, the study findings indicated a clearly active role required of the institution in the persistence of working adult students by providing flexibility and accessibility in procedures and services. ^

Team Primacy Concept-based employee evaluation and job performance

This qualitative case study explored how employees learn from Team Primacy Concept (TPC)-based employee evaluation and how they apply the knowledge in their job performance. Kolb's experiential learning model (1974) served as a conceptual framework for the study to reveal the process of how employees learn from TPC evaluation, namely, how they experience, reflect, conceptualize and act on performance feedback. TPC based evaluation is a form of multirater evaluation that consists of three components: self-feedback, supervisor's feedback, and peer feedback. The distinctive characteristic of TPC based evaluation is the team evaluation component during which the employee's professional performance is discussed by one's peers in a face-to-face team setting, while other forms of multirater evaluation are usually conducted in a confidential and anonymous manner.^ Case study formed the methodological framework. The case was the Southeastern Virginia (SEVA) region of the Institute for Family Centered Services, and the participants were eight employees of the SEVA region. Findings showed that the evaluation process was anxiety producing for employees, especially the process of peer evaluation in a team setting. Preparation was found to be an important phase of TPC evaluation. Overall, the positive feedback delivered in a team setting made team members feel acknowledged. The study participants felt that honesty in providing feedback and openness to hearing challenges were significant prerequisites to the TPC evaluation process. Further, in the planning phase, employees strove to develop goals for themselves that were meaningful. Also, the catalyst for feedback implementation appeared to stem from one's accountability to self and to the client or community. Generally, the participants identified a number of performance improvement goals that they attained during their employment with IFCS, which were supported by their developmental plans.^ In conclusion, the study identified the process by which employees learned from TPC-based employee evaluation and the ways in which they used the knowledge to improve their job performance. Specifically, the study examined how participants felt and what they thought about TPC-based feedback, in what ways they reflected and made meaning of the feedback, and how they used the feedback to improve their job performance.^

Normalização de dispositivos móveis no processo de aprendizagem de inglês : um estudo à luz da complexidade

We live in a world inherently influenced by technology and in which education is immersed in realities made possible by the support of digital technologies, such as electronic mobile devices. Thus, the general aim of this study lies in mapping and analysing the influence of mobile devices on teaching, especially with reference to learning the English language. The specific aims are to investigate how the use of mobile devices is present in the research participants’ practices, consider whether such use is beneficial, according to the students, to the English language learning as well as mapping how the use of mobile devices favours the normalisation stage, taken in this research as a complex process.The theoretical background of this study includes the premises of the Paradigm of Complexity, especially concerning the acquisition of a second language, as well as the precepts of Normalisation, which is related to the total integration of digital technologies into the English teaching and learning process in such a way that they become invisible, and the theories of language learning mediated by computers and mobile devices. Methodologically, this is an ethnographic qualitative research and its context is a language institute located in the Triângulo Mineiro region. In addition to students from five groups in the institution, two teachers and an administrative assistant participated in the survey. Data was collected through an online questionnaire, learning reports produced by students and interviews with teachers and administrative staff. The analyses indicate that mobile devices are present in the daily practices of English learners, but these uses, in most cases, are carried out through the teacher's encouragement. Moreover, despite having positive sayings on the role of digital technologies in the process of English teaching and learning, there is, among students and teachers, a dichotomy between saying and doing about the learning contexts considered valid. Additionally, the use of mobile devices in the English learning process is not yet established as a normalised issue because the process of integration of technology in teaching is still ruled by traditional uses of the technology. I conclude that the use of mobile devices in the English learning process is still not normalised, because even if students use their mobile devices every day, they generally do not realize the affordances of such use as possibilities to learn English.

Seismic Response Analysis of a Full-Scale Base-Isolated Structure via Measurements and Modeling

The full-scale base-isolated structure studied in this dissertation is the only base-isolated building in South Island of New Zealand. It sustained hundreds of earthquake ground motions from September 2010 and well into 2012. Several large earthquake responses were recorded in December 2011 by NEES@UCLA and by GeoNet recording station nearby Christchurch Women's Hospital. The primary focus of this dissertation is to advance the state-of-the art of the methods to evaluate performance of seismic-isolated structures and the effects of soil-structure interaction by developing new data processing methodologies to overcome current limitations and by implementing advanced numerical modeling in OpenSees for direct analysis of soil-structure interaction.

This dissertation presents a novel method for recovering force-displacement relations within the isolators of building structures with unknown nonlinearities from sparse seismic-response measurements of floor accelerations. The method requires only direct matrix calculations (factorizations and multiplications); no iterative trial-and-error methods are required. The method requires a mass matrix, or at least an estimate of the floor masses. A stiffness matrix may be used, but is not necessary. Essentially, the method operates on a matrix of incomplete measurements of floor accelerations. In the special case of complete floor measurements of systems with linear dynamics, real modes, and equal floor masses, the principal components of this matrix are the modal responses. In the more general case of partial measurements and nonlinear dynamics, the method extracts a number of linearly-dependent components from Hankel matrices of measured horizontal response accelerations, assembles these components row-wise and extracts principal components from the singular value decomposition of this large matrix of linearly-dependent components. These principal components are then interpolated between floors in a way that minimizes the curvature energy of the interpolation. This interpolation step can make use of a reduced-order stiffness matrix, a backward difference matrix or a central difference matrix. The measured and interpolated floor acceleration components at all floors are then assembled and multiplied by a mass matrix. The recovered in-service force-displacement relations are then incorporated into the OpenSees soil structure interaction model.

Numerical simulations of soil-structure interaction involving non-uniform soil behavior are conducted following the development of the complete soil-structure interaction model of Christchurch Women's Hospital in OpenSees. In these 2D OpenSees models, the superstructure is modeled as two-dimensional frames in short span and long span respectively. The lead rubber bearings are modeled as elastomeric bearing (Bouc Wen) elements. The soil underlying the concrete raft foundation is modeled with linear elastic plane strain quadrilateral element. The non-uniformity of the soil profile is incorporated by extraction and interpolation of shear wave velocity profile from the Canterbury Geotechnical Database. The validity of the complete two-dimensional soil-structure interaction OpenSees model for the hospital is checked by comparing the results of peak floor responses and force-displacement relations within the isolation system achieved from OpenSees simulations to the recorded measurements. General explanations and implications, supported by displacement drifts, floor acceleration and displacement responses, force-displacement relations are described to address the effects of soil-structure interaction.

Conversación digital: copresencia y disponibilidad : Estudio pragmático del preámbulo de reuniones multipartitas por videoconferencia

The present thesis explores how interaction is initiated in multi-party meetings in Adobe Connect, 7.0, with a particular focus on how co-presence and mutual availability are established through the preambles of 18 meetings held in Spanish without a moderator. Taking Conversation Analysis (CA) as a methodological point of departure, this thesis comprises four different studies, each of them analyzing a particular phenomenon within the interaction of the preambles in a multimodal environment that allows simultaneous interaction through video, voice and text-chat. The first study (Artículo I) shows how participants solve jointly the issue of availability in a technological environment where being online is not necessarily understood as being available for communicating. The second study (Artículo II) focuses on the beginning of the audiovisual interaction; in particular on how participants check the right functioning of the audiovisual mode. The third study (Artículo III) explores silences within the interaction of the preamble. It shows that the length of gaps and lapses become a significant aspect the preambles and how they are connected to the issue of availability.  Finally, the four study introduces the notion of modal alignment, an interactional phenomenon that systematically appears in the beginnings of the encounters, which seems to be used and understood  as a strategy for the establishment of mutual availability and negotiation of the participation framework. As a whole, this research shows how participants, in order to establish mutual co-presence and availability, adapt to a particular technology in terms of participation management, deploying strategies and conveying successive actions which, as it is the case of the activation of their respective webcams, seem to be understood as predictable within the intricate process of establishing mutual availability before the meeting starts.

Training Finnish and English Speakers to Produce Non-native Vowels

The subject of this thesis was the acquisition of difficult non-native vowels by speakers of two different languages. In order to study the subject, a group of Finnish speakers and another group of American English speakers were recruited and they underwent a short listen-and-repeat training that included as stimuli the semisynthetically created pseudowords /ty:ti/ and /tʉ:ti/. The aim was to study the effect of the training method on the subjects as well as the possible influence of the speakers’ native language on the process of acquisition. The selection of the target vowels /y/ and /ʉ/ was made according to the Speech Learning Model and Perceptual Assimilation Model, both of which predict that second language speech sounds that share similar features with sounds of a person’s native language are most difficult for the person to learn. The vowel /ʉ/ is similar to Finnish vowels as well as to vowels of English, whereas /y/ exists in Finnish but not in English, although it is similar to other English vowels. Therefore, it can be hypothesized that /ʉ/ is a difficult vowel for both groups to learn and /y/ is difficult for English speakers. The effect of training was tested with a pretest-training-posttest protocol in which the stimuli were played alternately and the subjects’ task was to repeat the heard stimuli. The training method was thought to improve the production of non-native sounds by engaging different feedback mechanisms, such as auditory and somatosensory. These, according to Template Theory, modify the production of speech by altering the motor commands from the internal speech system or the feedforward signal which translates the motoric commands into articulatory movements. The subjects’ productions during the test phases were recorded and an acoustic analysis was performed in which the formant values of the target vowels were extracted. Statistical analyses showed a statistically significant difference between groups in the first formant, signaling a possible effect of native motor commands. Furthermore, a statistically significant difference between groups was observed in the standard deviation of the formants in the production of /y/, showing the uniformity of native production. The training had no observable effect, possibly due to the short nature of the training protocol.

From the Members' Perspective: Participants' Perception of the Moderator Role in Educator Communities of Practice

Thesis (Ph.D.)--University of Washington, 2016-08

Climbing Up the Leaderboard: An Empirical Study of Applying Gamification Techniques to a Computer Programming Class

Conventional taught learning practices often experience difficulties in keeping students motivated and engaged. Video games, however, are very successful at sustaining high levels of motivation and engagement through a set of tasks for hours without apparent loss of focus. In addition, gamers solve complex problems within a gaming environment without feeling fatigue or frustration, as they would typically do with a comparable learning task. Based on this notion, the academic community is keen on exploring methods that can deliver deep learner engagement and has shown increased interest in adopting gamification – the integration of gaming elements, mechanics, and frameworks into non-game situations and scenarios – as a means to increase student engagement and improve information retention. Its effectiveness when applied to education has been debatable though, as attempts have generally been restricted to one-dimensional approaches such as transposing a trivial reward system onto existing teaching materials and/or assessments. Nevertheless, a gamified, multi-dimensional, problem-based learning approach can yield improved results even when applied to a very complex and traditionally dry task like the teaching of computer programming, as shown in this paper. The presented quasi-experimental study used a combination of instructor feedback, real time sequence of scored quizzes, and live coding to deliver a fully interactive learning experience. More specifically, the “Kahoot!” Classroom Response System (CRS), the classroom version of the TV game show “Who Wants To Be A Millionaire?”, and Codecademy’s interactive platform formed the basis for a learning model which was applied to an entry-level Python programming course. Students were thus allowed to experience multiple interlocking methods similar to those commonly found in a top quality game experience. To assess gamification’s impact on learning, empirical data from the gamified group were compared to those from a control group who was taught through a traditional learning approach, similar to the one which had been used during previous cohorts. Despite this being a relatively small-scale study, the results and findings for a number of key metrics, including attendance, downloading of course material, and final grades, were encouraging and proved that the gamified approach was motivating and enriching for both students and instructors.