Una pràctica de simulació de cas: la resolució de problemes i el procés diagnòstic

En aquest article presentem una experiència docent dins de l’àmbit de la Psicologia del Pensament. Es tracta d’una activitat d’aprenentatge basat en problemes en la qual els estudiants han de reflexionar sobre com determinats continguts de l’assignatura, els de resolució de problemes, estan fortament relacionats amb la seva futura pràctica professional i amb el desenvolupament del seu aprenentatge des de psicòlegs novells a psicòlegs experts. En este artículo presentamos una experiencia docente en el ámbito de la Psicología del Pensamiento. Se trata de una actividad de aprendizaje basado en problemas en la que los estudiantes han de reflexionar sobre cómo determinados contenidos de la asignatura, los de resolución de problemas, estan fuertemente relacionados con su futura práctica profesional y con el desarrollo de su aprendizaje desde psicólogos novatos a psicólogos expertos

Previsão em tempo atual de cheias com uso de sistema especialista difuso

Sistemas de previsão de cheias podem ser adequadamente utilizados quando o alcance é suficiente, em comparação com o tempo necessário para ações preventivas ou corretivas. Além disso, são fundamentalmente importantes a confiabilidade e a precisão das previsões. Previsões de níveis de inundação são sempre aproximações, e intervalos de confiança não são sempre aplicáveis, especialmente com graus de incerteza altos, o que produz intervalos de confiança muito grandes. Estes intervalos são problemáticos, em presença de níveis fluviais muito altos ou muito baixos. Neste estudo, previsões de níveis de cheia são efetuadas, tanto na forma numérica tradicional quanto na forma de categorias, para as quais utiliza-se um sistema especialista baseado em regras e inferências difusas. Metodologias e procedimentos computacionais para aprendizado, simulação e consulta são idealizados, e então desenvolvidos sob forma de um aplicativo (SELF – Sistema Especialista com uso de Lógica “Fuzzy”), com objetivo de pesquisa e operação. As comparações, com base nos aspectos de utilização para a previsão, de sistemas especialistas difusos e modelos empíricos lineares, revelam forte analogia, apesar das diferenças teóricas fundamentais existentes. As metodologias são aplicadas para previsão na bacia do rio Camaquã (15543 km2), para alcances entre 10 e 48 horas. Dificuldades práticas à aplicação são identificadas, resultando em soluções as quais constituem-se em avanços do conhecimento e da técnica. Previsões, tanto na forma numérica quanto categorizada são executadas com sucesso, com uso dos novos recursos. As avaliações e comparações das previsões são feitas utilizandose um novo grupo de estatísticas, derivadas das freqüências simultâneas de ocorrência de valores observados e preditos na mesma categoria, durante a simulação. Os efeitos da variação da densidade da rede são analisados, verificando-se que sistemas de previsão pluvio-hidrométrica em tempo atual são possíveis, mesmo com pequeno número de postos de aquisição de dados de chuva, para previsões sob forma de categorias difusas.

Mídias na educação matemática: projeto CONDIGITAL

This work aims to understand the multimedia Learning Objects (LO's) developed within the CONDIGITAL project, subsidized by the federal government. The CONDIGITAL aimed to encourage the production and the use of media in teaching in high school classrooms. This work presents a reflection on the contribution of media to the construction of significant learning of student users. The research was conducted through a literature study. Therefore, it was considered the work of some researchers related to the study of the potential of these technologies in education, such as Valente (1995), Tauroco (2007) and Mussoi (2010). These readings made possible to discern some common evaluation criteria that may be used as parameters to analyze the quality of these media as educational tools. The theme of exploration is guided by a research on the motivation of the mentioned project and on its amplitude and its results, which is directed later to the LO's developed by UNICAMP team, particularly in the Mathematics productions developed by the M³ project, some of the which are presented and evaluated in this monograph

Mídias na educação matemática: projeto CONDIGITAL

This work aims to understand the multimedia Learning Objects (LO's) developed within the CONDIGITAL project, subsidized by the federal government. The CONDIGITAL aimed to encourage the production and the use of media in teaching in high school classrooms. This work presents a reflection on the contribution of media to the construction of significant learning of student users. The research was conducted through a literature study. Therefore, it was considered the work of some researchers related to the study of the potential of these technologies in education, such as Valente (1995), Tauroco (2007) and Mussoi (2010). These readings made possible to discern some common evaluation criteria that may be used as parameters to analyze the quality of these media as educational tools. The theme of exploration is guided by a research on the motivation of the mentioned project and on its amplitude and its results, which is directed later to the LO's developed by UNICAMP team, particularly in the Mathematics productions developed by the M³ project, some of the which are presented and evaluated in this monograph

The role of scrrencasts in virtual accounting education

[ES]Despite the rapid growth of new technologies in universities, there is still little empirical evidence on the incidence of certain e-learnings mechanisms on students’ success or failure, particularly among accounting students. According to the cognitive theory of multimedia learning, screencasts are an effective and efficient tool for enhancing students learning, particularly in online accounting education where face-to-face interactions between instructor and students are limited.

Autorenwerkzeuge für digitale, multimediale und interaktive Lernbausteine im Web 2.0

Die Forschungsarbeit siedelt sich im Dreieck der Erziehungswissenschaften, der Informatik und der Schulpraxis an und besitzt somit einen starken interdisziplinären Charakter. Aus Sicht der Erziehungswissenschaften handelt es sich um ein Forschungsprojekt aus den Bereichen E-Learning und Multimedia Learning und der Fragestellung nach geeigneten Informatiksystemen für die Herstellung und den Austausch von digitalen, multimedialen und interaktiven Lernbausteinen. Dazu wurden zunächst methodisch-didaktische Vorteile digitaler Lerninhalte gegenüber klassischen Medien wie Buch und Papier zusammengetragen und mögliche Potentiale im Zusammenhang mit neuen Web2.0-Technologien aufgezeigt. Darauf aufbauend wurde für existierende Autorenwerkzeuge zur Herstellung digitaler Lernbausteine und bestehende Austauschplattformen analysiert, inwieweit diese bereits Web 2.0-Technologien unterstützen und nutzen. Aus Sicht der Informatik ergab sich aus der Analyse bestehender Systeme ein Anforderungsprofil für ein neues Autorenwerkzeug und eine neue Austauschplattform für digitale Lernbausteine. Das neue System wurde nach dem Ansatz des Design Science Research in einem iterativen Entwicklungsprozess in Form der Webapplikation LearningApps.org realisiert und stetig mit Lehrpersonen aus der Schulpraxis evaluiert. Bei der Entwicklung kamen aktuelle Web-Technologien zur Anwendung. Das Ergebnis der Forschungsarbeit ist ein produktives Informatiksystem, welches bereits von tausenden Nutzern in verschiedenen Ländern sowohl in Schulen als auch in der Wirtschaft eingesetzt wird. In einer empirischen Studie konnte das mit der Systementwicklung angestrebte Ziel, die Herstellung und den Austausch von digitalen Lernbausteinen zu vereinfachen, bestätigt werden. Aus Sicht der Schulpraxis liefert LearningApps.org einen Beitrag zur Methodenvielfalt und zur Nutzung von ICT im Unterricht. Die Ausrichtung des Werkzeugs auf mobile Endgeräte und 1:1-Computing entspricht dem allgemeinen Trend im Bildungswesen. Durch die Verknüpfung des Werkzeugs mit aktuellen Software Entwicklungen zur Herstellung von digitalen Schulbüchern werden auch Lehrmittelverlage als Zielgruppe angesprochen.

Autorenwerkzeuge für digitale, multimediale und interaktive Lernbausteine im Web 2.0

Die vorliegende Forschungsarbeit siedelt sich im Dreieck der Erziehungswissenschaften, der Informatik und der Schulpraxis an und besitzt somit einen starken interdisziplinären Charakter. Aus Sicht der Erziehungswissenschaften handelt es sich um ein Forschungsprojekt aus den Bereichen E-Learning und Multimedia Learning und der Fragestellung nach geeigneten Informatiksystemen für die Herstellung und den Austausch von digitalen, multimedialen und interaktiven Lernbausteinen. Dazu wurden zunächst methodisch-didaktische Vorteile digitaler Lerninhalte gegenüber klassischen Medien wie Buch und Papier zusammengetragen und mögliche Potentiale im Zusammenhang mit neuen Web 2.0-Technologien aufgezeigt. Darauf aufbauend wurde für existierende Autorenwerkzeuge zur Herstellung digitaler Lernbausteine und bestehende Austauschplattformen analysiert, inwieweit diese bereits Web 2.0-Technologien unterstützen und nutzen. Aus Sicht der Informatik ergab sich aus der Analyse bestehender Systeme ein Anforderungsprofil für ein neues Autorenwerkzeug und eine neue Austauschplattform für digitale Lernbausteine. Das neue System wurde nach dem Ansatz des Design Science Research in einem iterativen Entwicklungsprozess in Form der Webapplikation LearningApps.org realisiert und stetig mit Lehrpersonen aus der Schulpraxis evaluiert. Bei der Entwicklung kamen aktuelle Web-Technologien zur Anwendung. Das Ergebnis der Forschungsarbeit ist ein produktives Informatiksystem, welches bereits von tausenden Nutzern in verschiedenen Ländern sowohl in Schulen als auch in der Wirtschaft eingesetzt wird. In einer empirischen Studie konnte das mit der Systementwicklung angestrebte Ziel, die Herstellung und den Austausch von digitalen Lernbausteinen zu vereinfachen, bestätigt werden. Aus Sicht der Schulpraxis liefert LearningApps.org einen Beitrag zur Methodenvielfalt und zur Nutzung von ICT im Unterricht. Die Ausrichtung des Werkzeugs auf mobile Endgeräte und 1:1-Computing entspricht dem allgemeinen Trend im Bildungswesen. Durch die Verknüpfung des Werkzeugs mit aktuellen Software-Entwicklungen zur Herstellung von digitalen Schulbüchern werden auch Lehrmittelverlage als Zielgruppe angesprochen.

The effect of figures in CCS communication

Illustrations are an essential part of most CCS communication materials. This article looks at the role of illustrations in communication and education in general, and in CCS communication in particular. First, literature on multimedia learning is reviewed and general guidelines for designing graphical displays deduced. This is followed by a discussion of relevant mental models and their possible implementa- tion in pictorial form. The authors then report on an interview study in which illustrations with various implementations of CCS mental models are compared. No major differences were found regarding under- standing of CCS between the different illustrations. Graphical displays alone are not powerful enough to implicitly correct typical misconceptions about CCS. Such misconceptions should be stated explicitly, along with their correction.

Guia didático-metodológico para aprendizagem e memorização dos conhecimentos disseminados nos moocs – Massive Open Online Courses

The present research has character exploratory, bibliographic and qualitative. It is based in consolidated scientific arguments in cognitive theories inspired in constructivist method and, under this perspective proposes to develop a didactic guide oriented to students of courses MOOCs - Massive Open Online Courses that will make it possible to maximize the utilization and the assimilation of the knowledge available in these courses. Intends also prepare these students in practice of a methodology of storage that enables the knowledge acquired are not lost nor be forgotten over the course of time. The theoretical framework, based on the theories of Meaningful Learning (Ausubel), the Genetic Epistemology (Piaget), Socioconstructivist (Vigotsky) and the Multimedia Learning (Mayer), subsidizes the understanding of important concepts such as meaningful learning, previous knowledge, and conceptual maps. Supported by fundamental contribution of the Theory of Categories, which are inter-related to concepts applicable to teaching methodology supported by use of structured knowledge maps in the establishment of the binomial teaching-learning; and with valuable study performed by teachers Luciano Lima (UFU) and Rubens Barbosa Filho (UEMS) that culminated with the development of Exponential Effective Memorization Method in Binary Base (Double MEB).

Hybrid mathematical and informational modeling of beam-to-column connections

The analysis of steel and composite frames has traditionally been carried out by idealizing beam-to-column connections as either rigid or pinned. Although some advanced analysis methods have been proposed to account for semi-rigid connections, the performance of these methods strongly depends on the proper modeling of connection behavior. The primary challenge of modeling beam-to-column connections is their inelastic response and continuously varying stiffness, strength, and ductility. In this dissertation, two distinct approaches—mathematical models and informational models—are proposed to account for the complex hysteretic behavior of beam-to-column connections. The performance of the two approaches is examined and is then followed by a discussion of their merits and deficiencies. To capitalize on the merits of both mathematical and informational representations, a new approach, a hybrid modeling framework, is developed and demonstrated through modeling beam-to-column connections. Component-based modeling is a compromise spanning two extremes in the field of mathematical modeling: simplified global models and finite element models. In the component-based modeling of angle connections, the five critical components of excessive deformation are identified. Constitutive relationships of angles, column panel zones, and contact between angles and column flanges, are derived by using only material and geometric properties and theoretical mechanics considerations. Those of slip and bolt hole ovalization are simplified by empirically-suggested mathematical representation and expert opinions. A mathematical model is then assembled as a macro-element by combining rigid bars and springs that represent the constitutive relationship of components. Lastly, the moment-rotation curves of the mathematical models are compared with those of experimental tests. In the case of a top-and-seat angle connection with double web angles, a pinched hysteretic response is predicted quite well by complete mechanical models, which take advantage of only material and geometric properties. On the other hand, to exhibit the highly pinched behavior of a top-and-seat angle connection without web angles, a mathematical model requires components of slip and bolt hole ovalization, which are more amenable to informational modeling. An alternative method is informational modeling, which constitutes a fundamental shift from mathematical equations to data that contain the required information about underlying mechanics. The information is extracted from observed data and stored in neural networks. Two different training data sets, analytically-generated and experimental data, are tested to examine the performance of informational models. Both informational models show acceptable agreement with the moment-rotation curves of the experiments. Adding a degradation parameter improves the informational models when modeling highly pinched hysteretic behavior. However, informational models cannot represent the contribution of individual components and therefore do not provide an insight into the underlying mechanics of components. In this study, a new hybrid modeling framework is proposed. In the hybrid framework, a conventional mathematical model is complemented by the informational methods. The basic premise of the proposed hybrid methodology is that not all features of system response are amenable to mathematical modeling, hence considering informational alternatives. This may be because (i) the underlying theory is not available or not sufficiently developed, or (ii) the existing theory is too complex and therefore not suitable for modeling within building frame analysis. The role of informational methods is to model aspects that the mathematical model leaves out. Autoprogressive algorithm and self-learning simulation extract the missing aspects from a system response. In a hybrid framework, experimental data is an integral part of modeling, rather than being used strictly for validation processes. The potential of the hybrid methodology is illustrated through modeling complex hysteretic behavior of beam-to-column connections. Mechanics-based components of deformation such as angles, flange-plates, and column panel zone, are idealized to a mathematical model by using a complete mechanical approach. Although the mathematical model represents envelope curves in terms of initial stiffness and yielding strength, it is not capable of capturing the pinching effects. Pinching is caused mainly by separation between angles and column flanges as well as slip between angles/flange-plates and beam flanges. These components of deformation are suitable for informational modeling. Finally, the moment-rotation curves of the hybrid models are validated with those of the experimental tests. The comparison shows that the hybrid models are capable of representing the highly pinched hysteretic behavior of beam-to-column connections. In addition, the developed hybrid model is successfully used to predict the behavior of a newly-designed connection.

The Process of Simulation Authoring/Creation by Chemistry Teachers: A Service Learning Experience

Two case studies are presented to describe the process of public school teachers authoring and creating chemistry simulations. They are part of the Virtual Didactic Laboratory for Chemistry, a project developed by the School of the Future of the University of Sao Paulo. the documental analysis of the material produced by two groups of teachers reflects different selection process for both themes and problem-situations when creating simulations. The study demonstrates the potential for chemistry learning with an approach that takes students' everyday lives into account and is based on collaborative work among teachers and researches. Also, from the teachers' perspectives, the possibilities of interaction that a simulation offers for classroom activities are considered.

Exploring the learning potential of an artificial life simulation

CULTURE is an Artificial Life simulation that aims to provide primary school children with opportunities to become actively engaged in the high-order thinking processes of problem solving and critical thinking. A preliminary evaluation of CULTURE has found that it offers the freedom for children to take part in process-oriented learning experiences. Through providing children with opportunities to make inferences, validate results, explain discoveries and analyse situations, CULTURE encourages the development of high-order thinking skills. The evaluation found that CULTURE allows users to autonomously explore the important scientific concepts of life and living, and energy and change within a software environment that children find enjoyable and easy to use.

Adaptive learning in agents behaviour: a framework for electricity markets simulation

Electricity markets are complex environments with very particular characteristics. A critical issue regarding these specific characteristics concerns the constant changes they are subject to. This is a result of the electricity markets’ restructuring, which was performed so that the competitiveness could be increased, but it also had exponential implications in the increase of the complexity and unpredictability in those markets scope. The constant growth in markets unpredictability resulted in an amplified need for market intervenient entities in foreseeing market behaviour. The need for understanding the market mechanisms and how the involved players’ interaction affects the outcomes of the markets, contributed to the growth of usage of simulation tools. Multi-agent based software is particularly well fitted to analyze dynamic and adaptive systems with complex interactions among its constituents, such as electricity markets. This dissertation presents ALBidS – Adaptive Learning strategic Bidding System, a multiagent system created to provide decision support to market negotiating players. This system is integrated with the MASCEM electricity market simulator, so that its advantage in supporting a market player can be tested using cases based on real markets’ data. ALBidS considers several different methodologies based on very distinct approaches, to provide alternative suggestions of which are the best actions for the supported player to perform. The approach chosen as the players’ actual action is selected by the employment of reinforcement learning algorithms, which for each different situation, simulation circumstances and context, decides which proposed action is the one with higher possibility of achieving the most success. Some of the considered approaches are supported by a mechanism that creates profiles of competitor players. These profiles are built accordingly to their observed past actions and reactions when faced with specific situations, such as success and failure. The system’s context awareness and simulation circumstances analysis, both in terms of results performance and execution time adaptation, are complementary mechanisms, which endow ALBidS with further adaptation and learning capabilities.

Adaptive learning in agents behaviour: A framework for electricity markets simulation

Electricity markets are complex environments, involving a large number of different entities, playing in a dynamic scene to obtain the best advantages and profits. MASCEM (Multi-Agent System for Competitive Electricity Markets) is a multi-agent electricity market simulator that models market players and simulates their operation in the market. Market players are entities with specific characteristics and objectives, making their decisions and interacting with other players. This paper presents a methodology to provide decision support to electricity market negotiating players. This model allows integrating different strategic approaches for electricity market negotiations, and choosing the most appropriate one at each time, for each different negotiation context. This methodology is integrated in ALBidS (Adaptive Learning strategic Bidding System) – a multiagent system that provides decision support to MASCEM's negotiating agents so that they can properly achieve their goals. ALBidS uses artificial intelligence methodologies and data analysis algorithms to provide effective adaptive learning capabilities to such negotiating entities. The main contribution is provided by a methodology that combines several distinct strategies to build actions proposals, so that the best can be chosen at each time, depending on the context and simulation circumstances. The choosing process includes reinforcement learning algorithms, a mechanism for negotiating contexts analysis, a mechanism for the management of the efficiency/effectiveness balance of the system, and a mechanism for competitor players' profiles definition.