Construção de conceitos de física moderna e sobre a natureza da ciência com o suporte da hipermídia

Apresentam-se os resultados de uma pesquisa sobre a construção de conceitos de Física Moderna e sobre a natureza da Ciência com o apoio da hipermídia, que envolveu a produção e avaliação de um software educacional. A proposta didática fundamentou-se na Teoria da Aprendizagem de Ausubel, em orientações para a implementação de sistemas hipermídia educacionais e em abordagens derivadas da pesquisa em Ensino de Ciências, dentre as quais o enfoque Ciência-Tecnologia-Sociedade, ponderações quanto à importância pedagógica da História e Filosofia da Ciência e considerações sobre a inserção de Física Moderna no Ensino Médio. O programa foi avaliado por pesquisadores de Ensino de Física e licenciandos de Física e, após a incorporação de algumas sugestões realizadas, foi testado por estudantes do terceiro ano do Ensino Médio de uma escola pública. Obtiveram-se indícios de que o uso do computador foi fator de motivação dos estudantes; a diversidade de elementos de mídia auxiliou-os a fixar a atenção sobre o conteúdo e favoreceu a visualização e interpretação dos fenômenos, facilitando ainda o raciocínio; o hipertexto estruturado em conformidade com princípios ausubelianos contribuiu para a percepção da relação entre os conceitos e ajudou no desenvolvimento de subsunçores para apoiar a aprendizagem subseqüente. Constatou-se que a proposta didática avaliada favoreceu a evolução das concepções da maior parte dos estudantes quanto ao conceito de equivalência massa-energia e suas implicações; às relações entre Ciência, Tecnologia e Sociedade, incluindo aspectos ambientais e políticos; ao papel da Ética no desenvolvimento e aplicação dos conhecimentos científicos; ao progresso da Ciência ao longo do tempo.

Construção de conceitos de física moderna e sobre a natureza da ciência com o suporte da hipermídia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Adaptive intelligent agent approach to guide the web navigation on the PLAN-G distance learning platform

Hypermedia systems based on the Web for open distance education are becoming increasinglypopular as tools for user-driven access learning information. Adaptive hypermedia is a new direction in research within the area of user-adaptive systems, to increase its functionality by making it personalized [Eklu 961. This paper sketches a general agents architecture to include navigationaladaptability and user-friendly processes which would guide and accompany the student during hislher learning on the PLAN-G hypermedia system (New Generation Telematics Platform to Support Open and Distance Learning), with the aid of computer networks and specifically WWW technology [Marz 98-1] [Marz 98-2]. The PLAN-G actual prototype is successfully used with some informatics courses (the current version has no agents yet). The propased multi-agent system, contains two different types of adaptive autonomous software agents: Personal Digital Agents {Interface), to interacl directly with the student when necessary; and Information Agents (Intermediaries), to filtrate and discover information to learn and to adapt navigation space to a specific student

Designing context-aware adaptive units of learning based on IMS-LD standard

Learning contents adaptation has been a subject of interest in the research area of the adaptive hypermedia systems. Defining which variables and which standards can be considered to model adaptive content delivery processes is one of the main challenges in pedagogical design over e-learning environments. In this paper some specifications, architectures and technologies that can be used in contents adaptation processes considering characteristics of the context are described and a proposal to integrate some of these characteristics in the design of units of learning using adaptation conditions in a structure of IMS-Learning Design (IMS-LD) is presented. The key contribution of this work is the generation of instructional designs considering the context, which can be used in Learning Management Systems (LMSs) and diverse mobile devices

Adaptive intelligent agent approach to guide the web navigation on the PLAN-G distance learning platform

Hypermedia systems based on the Web for open distance education are becoming increasingly popular as tools for user-driven access learning information. Adaptive hypermedia is a new direction in research within the area of user-adaptive systems, to increase its functionality by making it personalized [Eklu 961. This paper sketches a general agents architecture to include navigational adaptability and user-friendly processes which would guide and accompany the student during hislher learning on the PLAN-G hypermedia system (New Generation Telematics Platform to Support Open and Distance Learning), with the aid of computer networks and specifically WWW technology [Marz 98-1] [Marz 98-2]. The PLAN-G actual prototype is successfully used with some informatics courses (the current version has no agents yet). The propased multi-agent system, contains two different types of adaptive autonomous software agents: Personal Digital Agents {Interface), to interacl directly with the student when necessary; and Information Agents (Intermediaries), to filtrate and discover information to learn and to adapt navigation space to a specific student

PCMAT, an adaptive learning platform

This paper is about PCMAT, an adaptive learning platform for Mathematics in Basic Education schools. Based on a constructivist approach, PCMAT aims at verifying how techniques from adaptive hypermedia systems can improve e-learning based systems. To achieve this goal, PCMAT includes a Pedagogical Model that contains a set of adaptation rules that influence the student-platform interaction. PCMAT was subject to a preliminary testing with students aged between 12 and 14 years old on the subject of direct proportionality. The results from this preliminary test are quite promising as they seem to demonstrate the validity of our proposal.

Adaptive facade systems - review of performance requirements, design approaches, use cases and market needs

The paper reflects the work of COST Action TU1403 Workgroup 3/Task group 1. The aim is to identify research needs from a review of the state of the art of three aspects related to adaptive façade systems: (1) dynamic performance requirements; (2) façade design under stochastic boundary conditions and (3) experiences with adaptive façade systems and market needs.

A Fast Reconfigurable 2D HW Core Architecture on FPGAs for Evolvable Self- Adaptive Systems

Modern FPGAs with Dynamic and Partial Reconfiguration (DPR) feature allow the implementation of complex, yet flexible, hardware systems. Combining this flexibility with evolvable hardware techniques, real adaptive systems, able to reconfigure themselves according to environmental changes, can be envisaged. In this paper, a highly regular and modular architecture combined with a fast reconfiguration mechanism is proposed, allowing the introduction of dynamic and partial reconfiguration in the evolvable hardware loop. Results and use case show that, following this approach, evolvable processing IP Cores can be built, providing intensive data processing capabilities, improving data and delay overheads with respect to previous proposals. Results also show that, in the worst case (maximum mutation rate), average reconfiguration time is 5 times lower than evaluation time.

Development of Educational Ontology for C-Programming

Development of educational ontologies is a step towards creation of sharable and reusable adaptive educational systems. Ontology as a conceptual courseware structure may work as a mind tool for effective teaching and as a visual navigation interface to the learning objects. The paper discusses an approach to the practical ontology development and presents the designed ontology for teaching/learning C programming.

Adaptive E-learning Content Design and Delivery Based on Learning Styles and Knowledge Level

ACM Computing Classification System (1998): K.3.1, K.3.2.

Mediating between hearer's and speaker's views in the generation of adaptive explanations

In this article, we examine the case of a system that cooperates with a “direct” user to plan an activity that some “indirect” user, not interacting with the system, should perform. The specific application we consider is the prescription of drugs. In this case, the direct user is the prescriber and the indirect user is the person who is responsible for performing the therapy. Relevant characteristics of the two users are represented in two user models. Explanation strategies are represented in planning operators whose preconditions encode the cognitive state of the indirect user; this allows tailoring the message to the indirect user's characteristics. Expansion of optional subgoals and selection among candidate operators is made by applying decision criteria represented as metarules, that negotiate between direct and indirect users' views also taking into account the context where explanation is provided. After the message has been generated, the direct user may ask to add or remove some items, or change the message style. The system defends the indirect user's needs as far as possible by mentioning the rationale behind the generated message. If needed, the plan is repaired and the direct user model is revised accordingly, so that the system learns progressively to generate messages suited to the preferences of people with whom it interacts.

Control algorithms for large scale adaptive optics

In this dissertation, the problem of creating effective large scale Adaptive Optics (AO) systems control algorithms for the new generation of giant optical telescopes is addressed. The effectiveness of AO control algorithms is evaluated in several respects, such as computational complexity, compensation error rejection and robustness, i.e. reasonable insensitivity to the system imperfections. The results of this research are summarized as follows: 1. Robustness study of Sparse Minimum Variance Pseudo Open Loop Controller (POLC) for multi-conjugate adaptive optics (MCAO). The AO system model that accounts for various system errors has been developed and applied to check the stability and performance of the POLC algorithm, which is one of the most promising approaches for the future AO systems control. It has been shown through numerous simulations that, despite the initial assumption that the exact system knowledge is necessary for the POLC algorithm to work, it is highly robust against various system errors. 2. Predictive Kalman Filter (KF) and Minimum Variance (MV) control algorithms for MCAO. The limiting performance of the non-dynamic Minimum Variance and dynamic KF-based phase estimation algorithms for MCAO has been evaluated by doing Monte-Carlo simulations. The validity of simple near-Markov autoregressive phase dynamics model has been tested and its adequate ability to predict the turbulence phase has been demonstrated both for single- and multiconjugate AO. It has also been shown that there is no performance improvement gained from the use of the more complicated KF approach in comparison to the much simpler MV algorithm in the case of MCAO. 3. Sparse predictive Minimum Variance control algorithm for MCAO. The temporal prediction stage has been added to the non-dynamic MV control algorithm in such a way that no additional computational burden is introduced. It has been confirmed through simulations that the use of phase prediction makes it possible to significantly reduce the system sampling rate and thus overall computational complexity while both maintaining the system stable and effectively compensating for the measurement and control latencies.

Context Aware e-Learning Objects and their Types from the Perspective of the Object-Oriented Paradigm

The contribution of this article demonstrates how to identify context-aware types of e-Learning objects (eLOs) derived from the subject domains. This perspective is taken from an engineering point of view and is applied during requirements elicitation and analysis relating to present work in constructing an object-oriented (OO), dynamic, and adaptive model to build and deliver packaged e-Learning courses. Consequently, three preliminary subject domains are presented and, as a result, three primitive types of eLOs are posited. These types educed from the subject domains are of structural, conceptual, and granular nature. Structural objects are responsible for the course itself, conceptual objects incorporate adaptive and logical interoperability, while granular objects congregate granular assets. Their differences, interrelationships, and responsibilities are discussed. A major design challenge relates to adaptive behaviour. Future research addresses refinement on the subject domains and adaptive hypermedia systems.