El Moodle y el aula presencial: una relación posible

El nuevo espacio de Educación Europeo ha suspuesto para las universidades un reto en el proceso de implantación de los créditos ECTS. Este momento ha de aprovecharse para poner en práctica nuevas propuestas metodológicas que consigan mejorar el nivel de formación del alumnado universitario. Es en este marco en el que el Departamento de Filologia Española de la Facultat de Formació del Professsorat (Universitat de Barcelona) propone el uso de la plataforma Moodle como herramienta que facilite la implementación de esas propuestas. En concreto nuestro objetivo es mejorar la competencia comunicativa en lengua castellana del alumnado. El entorno virtual Moodle usado en la enseñanza presencial contribuye a una visión conjunta y transversal del aprendizaje, que permite una enseñanza centrada en el alumno, dotándole de nuevos roles poco viables en la enseñanza solo presencial al tiempo que contribuye a una evaluación del proceso de enseñanza y no solo de los productos. En consecuencia este nuevo rol del alumno implica un nuevo papel del profesor que deja de ser mero transmisor de conocimientos para convertirse en un mediador. Estos nuevos planteamientos metodológicos han coincidido con el paso de diplomatura a grado de los estudios de magisterio lo que ha facilitado también una revisión de los planes docentes y, no solo, de la metodología llevada a cabo para su impartición. No hay que olvidar que el uso de una plataforma virtual no asegura por sí misma que exista un nuevo enfoque didáctico .Algunos de los cambios que hemos introducido están relacionados con la gestión de los contenidos, el diseño de actividades y la participación de profesores y alumnos. La comunicación que aquí se presenta tiene como objetivo exponer el estado actual del proceso de cambio que se está llevando a cabo, no es un proceso cerrado como puede comprobarse ya que si hay algunos aspectos en los que se percibe que estamos en la línea adecuada, existen otros todavía no resueltos en los que tendremos que seguir trabajando

Modelatge basat en exemples de carrers d’una ciutat

L’objectiu d’aquest projecte és el desenvolupament d’una eina de generació de xarxes de carrers a partir d’exemples. L’eina ha de permetre generar una xarxa de carrers nova que sigui semblant a l’existent en un mapa vectorial donat. A més, també es pretén unir aquesta aplicació amb l’urbanEngine per tal de poder generar vistes en 3D sobre aquestes xarxes de carrers, a més d’ampliar les opcions de l’urbanEngine a l’hora de crear ciutats

Desmuntant Àfrica: innovació, participació i reflexió en Geografia Humana

Desmuntant Àfrica és una experiència pedagògica inèdita en el marc de l’assignatura de Geografia Humana que pretén estudiar la complexitat del sistema món tot partint d’una plataforma d’anàlisi concreta: l’Àfrica subsahariana. S’utilitza com a eina didàctica l’entorn interactiu Moodle, que dinamitza el tractament dels diferents escenaris simulats que haurà de resoldre cada alumne (representant d’un país). Les seves vuit edicions (set de les quals s’han desenvolupat en l’entorn virtual de Microsoft Messenger Groups) posen de manifest que aquest joc d’estratègia: (a) potencia la reflexió crítica entorn temàtiques com els recursos naturals, la cooperació internacional, l’economia i la producció d’aliments, els drets i les llibertats, els conflictes latents,...; (b) promou la necessitat d’actuar mitjançant propostes proactives; (c) constata la participació col·lectiva; i (d) fomenta la imaginació i la creativitat en l’elaboració d’estratègies per afrontar-ne el desenvolupament. A més, i de forma paral·lela a la dinàmica del joc, alguns alumnes-participants aposten per propostes col·lectives i alternatives al joc per tal d’afrontar interessos més enllà dels escenaris plantejats. Per últim, Desmuntant Àfrica trenca amb la relació estereotipada entre professor i alumne perquè magnifica el diàleg i la interacció entre els representants dels diferents països a partir de sinèrgies específiques, aposta per l’aproximació i el coneixement d’espais poc coneguts i aprofundeix en lectures especialitzades i en documents de rigorosa actualitat. Les diferents visions, interpretacions i posicionaments de la realitat actual davant el procés i la dinàmica del desenvolupament a escala mundial són, en bona part, objectius als quals pretén donar resposta la disciplina geogràfica dins el context de la Geografia Humana. En aquest sentit Desmuntant Àfrica vol acomplir un únic objectiu: aplicar els mètodes i les tècniques necessaris per, a partir d’un escenari de treball proposat i basat en una temàtica actual, assolir el desenvolupament dels països de l’Àfrica subsahariana. Tot plegat, aprofundint en actuacions individuals i col·lectives amb la finalitat que els alumnes analitzin i sobretot actuïn des de perspectives socials, econòmiques, territorials i ambientals

La Construcción compartida del aprendizaje a través del Moodle: una experiencia con alumnos de magisterio de la Universidad de Valladolid

En esta comunicación se presenta la experiencia de aprendizaje llevada a cabo con la plataforma Moodle aplicada al alumnado de 1º de Maestro Especialista de E. Primaria y 2º de Educación Infantil de la Universidad de Valladolid en las asignaturas: ‘Psicología de la Educación y del Desarrollo en Edad Escolar’ y Psicología de la Educación y del Desarrollo en la Edad Infantil. Se comprueba que, en general, la metodología es atractiva para la mayoría de los alumnos, que están interesados por la asignatura, la consideran como un buen sistema de trabajo y de aprendizaje (alto índice de aprobados entre los que participan). El éxito es mayor en el grupo de 2º curso, (ya se conocen más entre ellos, están acostumbrados al trabajo en grupo y más motivados con la carrera y la asignatura), los resultados son algo más bajos en el grupo de primer curso, (quizás debido a ser una experiencia nueva para ellos, no se conocen previamente ni están familiarizados con el trabajo en red). En lo que todos parecen estar de acuerdo es que esta metodología requiere mucho tiempo, compromiso y dedicación lo cual puede ser difícil de llevar a cabo si se aplicara este sistema de trabajo en todas las asignaturas del curso

Desenvolupament d'un agent intel·ligent dins el marc de la competició TAC SCM

Aquest projecte està emmarcat dins el grup eXiT d’Intel•lig`encia Artificial del Departament d’Electrònica i Automàtica (EIA) de la Universitat de Girona. Pertany a l’àmbit de la Intel•ligència Artificial i, concretament, en l’apartat d’agents intel•ligents. En el nostre cas, tractarem el desenvolupament d’un agent intel•ligent en un entorn determinat, el de la gestió d’una cadena de producció. Amb l’objectiu de proporcionar un marc experimental on provar diferents tecnologies de suport a la gestió de la cadena de producció, la comunitat d’investigadors va proposar una competició internacional: la Trading Agent Competiton (TAC). En aquesta competició existeixen diferents modalitats. En particular, la Swedish Institution of Computer Science (SICS), juntament amb la Carnegie Mellon University de Pittsburg, Minnesotta, van proposar al 2003 un escenari de muntatge de PC’s basat en el proveïment de recursos, l’embalatge de PC’s i les ventes a clients. Aquesta modalitat és coneguda com a TAC-SCM (Supply Chain Management)

Application for fault location in electrical power distribution systems

Fault location has been studied deeply for transmission lines due to its importance in power systems. Nowadays the problem of fault location on distribution systems is receiving special attention mainly because of the power quality regulations. In this context, this paper presents an application software developed in Matlabtrade that automatically calculates the location of a fault in a distribution power system, starting from voltages and currents measured at the line terminal and the model of the distribution power system data. The application is based on a N-ary tree structure, which is suitable to be used in this application due to the highly branched and the non- homogeneity nature of the distribution systems, and has been developed for single-phase, two-phase, two-phase-to-ground, and three-phase faults. The implemented application is tested by using fault data in a real electrical distribution power system

Embedding objects into Matlab/Simulink for process supervision

This paper introduces how artificial intelligence technologies can be integrated into a known computer aided control system design (CACSD) framework, Matlab/Simulink, using an object oriented approach. The aim is to build a framework to aid supervisory systems analysis, design and implementation. The idea is to take advantage of an existing CACSD framework, Matlab/Simulink, so that engineers can proceed: first to design a control system, and then to design a straightforward supervisory system of the control system in the same framework. Thus, expert systems and qualitative reasoning tools are incorporated into this popular CACSD framework to develop a computer aided supervisory system design (CASSD) framework. Object-variables an introduced into Matlab/Simulink for sharing information between tools

Ús de qüestionaris en la docència d'ecologia i la seva anàlisi mitjançant la plataforma Moodle

Durant el curs 2009/10, la Universitat de Girona ha implantat la plataforma virtual interactiva Moodle, adaptada a la formació i emprada pel professorat com a suport a la tasca docent. Aquesta plataforma ofereix la possibilitat de crear nous recursos, alguns dels quals enfocats a l’avaluació de l’aprenentatge. Com qualsevol pràctica educativa, aquests recursos han de ser sotmesos a processos d’anàlisi i revisió orientats a la seva millora, processos de metaavaluació (avaluar les avaluacions) els quals han de permetre detectar contradiccions i introduir canvis que contribueixin la millora dels recursos produïts i, de retruc, del procés d’avaluació

Inferring population history with DIY ABC: a user-friendly approach to approximate Bayesian computation

Genetic data obtained on population samples convey information about their evolutionary history. Inference methods can extract part of this information but they require sophisticated statistical techniques that have been made available to the biologist community (through computer programs) only for simple and standard situations typically involving a small number of samples. We propose here a computer program (DIY ABC) for inference based on approximate Bayesian computation (ABC), in which scenarios can be customized by the user to fit many complex situations involving any number of populations and samples. Such scenarios involve any combination of population divergences, admixtures and population size changes. DIY ABC can be used to compare competing scenarios, estimate parameters for one or more scenarios and compute bias and precision measures for a given scenario and known values of parameters (the current version applies to unlinked microsatellite data). This article describes key methods used in the program and provides its main features. The analysis of one simulated and one real dataset, both with complex evolutionary scenarios, illustrates the main possibilities of DIY ABC.

In-service and pre-service teachers' opinion on the use of models in teaching chemistry

The presented study examined the opinion of in-service and prospective chemistry teachers about the importance of usage of molecular and crystal models in secondary-level school practice, and investigated some of the reasons for their (non-) usage. The majority of participants stated that the use of models plays an important role in chemistry education and that they would use them more often if the circumstances were more favourable. Many teachers claimed that three-dimensional (3d) models are still not available in sufficient number at their schools; they also pointed to the lack of available computer facilities during chemistry lessons. The research revealed that, besides the inadequate material circumstances, less than one third of participants are able to use simple (freeware) computer programs for drawing molecular structures and their presentation in virtual space; however both groups of teachers expressed the willingness to improve their knowledge in the subject area. The investigation points to several actions which could be undertaken to improve the current situation.

Jpowder: a Java-based program for the display and examination of powder diffraction data

The ability to display and inspect powder diffraction data quickly and efficiently is a central part of the data analysis process. Whilst many computer programs are capable of displaying powder data, their focus is typically on advanced operations such as structure solution or Rietveld refinement. This article describes a lightweight software package, Jpowder, whose focus is fast and convenient visualization and comparison of powder data sets in a variety of formats from computers with network access. Jpowder is written in Java and uses its associated Web Start technology to allow ‘single-click deployment’ from a web page, http://www.jpowder.org. Jpowder is open source, free and available for use by anyone.

Transdifferential and transintegral calculus

The set of transreal numbers is a superset of the real numbers. It totalises real arithmetic by defining division by zero in terms of three def- inite, non-finite numbers: positive infinity, negative infinity and nullity. Elsewhere, in this proceedings, we extended continuity and limits from the real domain to the transreal domain, here we extended the real derivative to the transreal derivative. This continues to demonstrate that transreal analysis contains real analysis and operates at singularities where real analysis fails. Hence computer programs that rely on computing deriva- tives { such as those used in scientific, engineering and financial applica- tions { are extended to operate at singularities where they currently fail. This promises to make software, that computes derivatives, both more competent and more reliable. We also extended the integration of absolutely convergent functions from the real domain to the transreal domain.

Transreal limits expose category errors in IEEE 754 floating-point arithmetic and in mathematics

The IEEE 754 standard for oating-point arithmetic is widely used in computing. It is based on real arithmetic and is made total by adding both a positive and a negative infinity, a negative zero, and many Not-a-Number (NaN) states. The IEEE infinities are said to have the behaviour of limits. Transreal arithmetic is total. It also has a positive and a negative infinity but no negative zero, and it has a single, unordered number, nullity. We elucidate the transreal tangent and extend real limits to transreal limits. Arguing from this firm foundation, we maintain that there are three category errors in the IEEE 754 standard. Firstly the claim that IEEE infinities are limits of real arithmetic confuses limiting processes with arithmetic. Secondly a defence of IEEE negative zero confuses the limit of a function with the value of a function. Thirdly the definition of IEEE NaNs confuses undefined with unordered. Furthermore we prove that the tangent function, with the infinities given by geometrical con- struction, has a period of an entire rotation, not half a rotation as is commonly understood. This illustrates a category error, confusing the limit with the value of a function, in an important area of applied mathe- matics { trigonometry. We brie y consider the wider implications of this category error. Another paper proposes transreal arithmetic as a basis for floating- point arithmetic; here we take the profound step of proposing transreal arithmetic as a replacement for real arithmetic to remove the possibility of certain category errors in mathematics. Thus we propose both theo- retical and practical advantages of transmathematics. In particular we argue that implementing transreal analysis in trans- floating-point arith- metic would extend the coverage, accuracy and reliability of almost all computer programs that exploit real analysis { essentially all programs in science and engineering and many in finance, medicine and other socially beneficial applications.

The use of ICT by adults with learning disabilities in day and residential services

The use of Information and Communication Technology (ICT) by adults with learning disabilities has been positively promoted over the past decade. More recently, policy statements and guidance from the UK government have underlined the importance of ICT for adults with learning disabilities specifically, as well as for the population in general, through the potential it offers for social inclusion. The aim of the present study was to provide a picture of how ICT is currently being used within one organisation providing specialist services for adults with learning disabilities and more specifically to provide a picture of its use in promoting community participation. Nine day and 14 residential services were visited as part of a qualitative study to answer three main questions: What kinds of computer programs are being used? What are they being used for? Does this differ between day and residential services? Computers and digital cameras were used for a wide range of activities and ‘mainstream’ programs were used more widely than those developed for specific user groups. In day services, ICT was often embedded in wider projects and activities, whilst use in houses was based around leisure interests. In both contexts, ICT was being used to facilitate communication, although this was more linked to within-service activities, rather than those external to service provision.

P-T-Fluid evolution and graphite deposition during retrograde metamorphism in Ribeira Fold Belt, SE Brazil: Oxygen fugacity, fluid inclusions and C-O-H isotopic evidence

Combined fluid inclusion (FI) microthermometry, Raman spectroscopy, X-ray diffraction, C-O-H isotopes and oxygen fugacities of granulites from central Ribeira Fold Belt, SE Brazil, provided the following results: i) Magnetite-Hematite fO(2) estimates range from 10(-11.5) bar (QFM + 1) to 10(-18.3) bar (QFM - 1) for the temperature range of 896 degrees C-656 degrees C, implying fO(2) decrease from metamorphic peak temperatures to retrograde conditions; ii) 5 main types of fluid inclusions were observed: a) CO(2) and CO(2)-N(2) (0-11 mol%) high to medium density (1.01-0.59 g/cm(3)) FI; b) CO(2) and CO(2)-N(2) (0-36 mol%) low density (0.19-0.29 g/cm(3)) FI; c) CO(2) (94-95 mol%)-N(2) (3 mol%)-CH(4) (2-3 mol%)-H(2)O (water phi(v) (25 degrees C) = 0.1) FI; d) low-salinity H(2)O-CO(2) FI; and e) late low-salinity H(2)O FI; iii) Raman analyses evidence two graphite types in khondalites: an early highly ordered graphite (T similar to 450 degrees C) overgrown by a disordered kind (T similar to 330 degrees C); iv) delta(18)O quartz results of 10.3-10.7 parts per thousand, imply high-temperature CO(2) delta(18)O values of 14.4-14.8 parts per thousand, suggesting the involvement of a metamorphic fluid, whereas lower temperature biotite delta(18)O and delta D results of 7.5-8.5 parts per thousand and -54 to -67 parts per thousand respectively imply H(2)O delta(18)O values of 10-11 parts per thousand and delta D(H2O) of -23 to -36 parts per thousand suggesting delta(18)O depletion and increasing fluid/rock ratio from metamorphic peak to retrograde conditions. Isotopic results are compatible with low-temperature H(2)O influx and fO(2) decrease that promoted graphite deposition in retrograde granulites, simultaneous with low density CO(2), CO(2)-N(2) and CO(2)-N(2)-CH(4)-H(2)O fluid inclusions at T = 450-330 degrees C. Graphite delta(13)C results of -10.9 to -11.4 parts per thousand imply CO(2) delta(13)C values of -0.8 to -1.3 parts per thousand suggesting decarbonation of Cambrian marine carbonates with small admixture of lighter biogenic or mantle derived fluids. Based on these results, it is suggested that metamorphic fluids from the central segment of Ribeira Fold Belt evolved to CO(2)-N(2) fluids during granulitic metamorphism at high fO(2), followed by rapid pressure drop at T similar to 400-450 degrees C during late exhumation that caused fO(2) reduction induced by temperature decrease and water influx, turning carbonic fluids into CO(2)-H(2)O (depleting biotite delta(18)O and delta D values), and progressively into H(2)O. When fO(2) decreased substantially by mixture of carbonic and aqueous fluids, graphite deposited forming khondalites. (C) 2010 Elsevier Ltd. All rights reserved.