Example uses of a learning object

A self study course for learning to program using the C programming language has been developed. A Learning Object approach was used in the design of the course. One of the benefits of the Learning Object approach is that the learning material can be reused for different purposes. 'Me course developed is designed so that learners can choose the pedagogical approach most suited to their personal learning requirements. For all learning approaches a set of common Assessment Learning Objects (ALOs or tests) have been created. The design of formative assessments with ALOs can be carried out by the Instructional Designer grouping ALOs to correspond to a specific assessment intention. The course is non-credit earning, so there is no summative assessment, all assessment is formative. In this paper examples of ALOs and their uses is presented together with their uses as decided by the Instructional Designer and learner. Personalisation of the formative assessment of skills can be decided by the Instructional Designer or the learner using a repository of pre-designed ALOs. The process of combining ALOs can be carried out manually or in a semi-automated way using metadata that describes the ALO and the skill it is designed to assess.

Effectiveness of mobile apps in teaching field-based identification skills

It has been suggested that few students graduate with the skills required for many ecological careers, as field-based learning is said to be in decline in academic institutions. Here, we asked if mobile technology could improve field-based learning, using ability to identify birds as the study metric. We divided a class of ninety-one undergraduate students into two groups for field-based sessions where they were taught bird identification skills. The first group has access to a traditional identification book and the second group were provided with an identification app. We found no difference between the groups in the ability of students to identify birds after three field sessions. Furthermore, we found that students using the traditional book were significantly more likely to identify novel species. Therefore, we find no evidence that mobile technology improved students’ ability to retain what they experienced in the field; indeed, there is evidence that traditional field guides were more useful to students as they attempted to identify new species. Nevertheless, students felt positively about using their own smartphone devices for learning, highlighting that while apps did not lead to an improvement in bird identification ability, they gave greater accessibility to relevant information outside allocated teaching times.

A hybrid case adaptation approach for case-based reasoning

Case-Based Reasoning is a methodology for problem solving based on past experiences. This methodology tries to solve a new problem by retrieving and adapting previously known solutions of similar problems. However, retrieved solutions, in general, require adaptations in order to be applied to new contexts. One of the major challenges in Case-Based Reasoning is the development of an efficient methodology for case adaptation. The most widely used form of adaptation employs hand coded adaptation rules, which demands a significant knowledge acquisition and engineering effort. An alternative to overcome the difficulties associated with the acquisition of knowledge for case adaptation has been the use of hybrid approaches and automatic learning algorithms for the acquisition of the knowledge used for the adaptation. We investigate the use of hybrid approaches for case adaptation employing Machine Learning algorithms. The approaches investigated how to automatically learn adaptation knowledge from a case base and apply it to adapt retrieved solutions. In order to verify the potential of the proposed approaches, they are experimentally compared with individual Machine Learning techniques. The results obtained indicate the potential of these approaches as an efficient approach for acquiring case adaptation knowledge. They show that the combination of Instance-Based Learning and Inductive Learning paradigms and the use of a data set of adaptation patterns yield adaptations of the retrieved solutions with high predictive accuracy.

Bioluminescent sensor for naphthalene in air: Cell immobilization and evaluation with a dynamic standard atmosphere generator

A dynamic atmosphere generator with a naphthalene emission source has been constructed and used for the development and evaluation of a bioluminescence sensor based on the bacteria Pseudomonas fluorescens HK44 immobilized in 2% agar gel (101 cell mL(-1)) placed in sampling tubes. A steady naphthalene emission rate (around 7.3 nmol min(-1) at 27 degrees C and 7.4 mLmin(-1) of purified air) was obtained by covering the diffusion unit containing solid naphthalene with a PTFE filter membrane. The time elapsed from gelation of the agar matrix to analyte exposure (""maturation time"") was found relevant for the bioluminescence assays, being most favorable between 1.5 and 3 h. The maximum light emission, observed after 80 min, is dependent on the analyte concentration and the exposure time (evaluated between 5 and 20 min), but not on the flow rate of naphthalene in the sampling tube, over the range of 1.8-7.4 nmol min(-1). A good linear response was obtained between 50 and 260 nmol L-1 with a limit of detection estimated in 20 nmol L-1 far below the recommended threshold limit value for naphthalene in air. (c) 2008 Elsevier B.V. All rights reserved.

Science is Primary - Children Thinking and Learning in theChemistry Laboratory

The goal of primary science education is to foster children’s interest, develop positive science attitudes and promote science process skills development. Learning by playing and discovering provides several opportunities for children to inquiry and understand science based on the first–hand experience. The current research was conducted in the children’s laboratory in Heureka, the Finnish science centre. Young children (aged 7 years) which came from 4 international schools did a set of chemistry experiments in the laboratory. From the results of the cognitive test, the pre-test, the post-test, supported by observation and interview, we could make the conclusion that children enjoyed studying in the laboratory. Chemistry science was interesting and fascinating for young children; no major gender differences were found between boys and girls learning in the science laboratory. Lab work not only encouraged children to explore and investigate science, but also stimulated children’s cognitive development.

Discourse strategies and power roles in student-led distance learning

The assertion of identity and power via computer-mediated communication in the context of distance or web-based learning presents challenges to both teachers and students. When regular, face-to-face classroom interaction is replaced by online chat or group discussion forums, participants must avail themselves of new techniques and tactics for contributing to and furthering interaction, discussion, and learning. During student-only chat sessions, the absence of teacher-led, face-to-face classroom activities requires the students to assume leadership roles and responsibilities normally associated with the teacher. This situation raises the questions of who teaches and who learns; how students discursively negotiate power roles; and whether power emerges as a function of displayed expertise and knowledge or rather the use of authoritative language. This descriptive study represents an examination of a corpus of task-based discussion logs among Vietnamese students of distance learning courses in English linguistics. The data reveal recurring discourse strategies for 1) negotiating the progression of the discussion sessions, 2) asserting and questioning knowledge, and 3) assuming or delegating responsibility. Power is defined ad hoc as the ability to successfully perform these strategies. The data analysis contributes to a better understanding of how working methods and materials can be tailored to students in distance learning courses, and how such students can be empowered by being afforded opportunities and effectively encouraged to assert their knowledge and authority.

Development of an electrochemical sensor for determination of dissolved oxygen by nickel-salen polymeric film modified electrode

An amperometric oxygen sensor based on a polymeric nickel-salen (salen = N,N'-ethylene bis(salicylideneiminato)) film coated platinum electrode was developed. The sensor was constructed by electropolymerization of nickel-salen complex at platinum electrode in acetonitrile/tetrabutylammonium perchlorate by cyclic voltammetry. The voltammetric behavior of the sensor was investigated in 0.5 mol L-1 KCl solution in the absence and presence of molecular oxygen. Thus, with the addition of oxygen to the solution, the increase of cathodic peak current (at -0.25 V vs. saturated calomel electrode (SCE)) of the modified electrode was observed. This result shows that the nickel-salen film on electrode surface promotes the reduction of oxygen. The reaction can be brought about electrochemically, where the nickel(II) complex is first reduced to a nickel(I) complex at the electrode surface. The nickel(I) complex then undergoes a catalytic oxidation by the molecular oxygen in solution back to the nickel(II) complex, which can then be electrochemically re-reduced to produce an enhancement of the cathodic current. The Tafel plot analyses have been used to elucidate the kinetics and mechanism of the oxygen reduction. A plot of the cathodic current vs. the dissolved oxygen concentration for chronoamperometry (fixed potential = -0.25 V vs. SCE) at the sensor was linear in the 3.95-9.20 mg L-1 concentration range and the concentration limit was 0.17 mg L-1 O-2. The proposed electrode is useful for the quality control and routine analysis of dissolved oxygen in commercial samples and environmental water. The results obtained for the levels of dissolved oxygen are in agreement with the results obtained with a commercial O-2 sensor. (C) 2012 Elsevier B.V. All rights reserved.

Development of an amperometric sensor for potassium ions

Hollandite-type manganese oxides are nanofibrous crystals with sub-nanometer open tunnels that provide a unique property for sensing applications. Sensor based on hollandite-type manganese oxide was investigated for amperometric detection of potassium. With an operating potential of +0.63 V versus SCE, potassium ions produce oxidation currents at the sensor, which can be exploited for quantitative determinations. The amperometric signals are linearly proportional to potassium ions concentration in the range 2.7 x 10(-4) to 9.1 x 10(-4) Mol l(-1) with a correlation coefficient of 0.9990. The construction and renewal are simple and inexpensive.

Studies of the Electrochemical Degradation of Acetaminophen Using a Real-Time Biomimetic Sensor

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Linear readout of dynamic phase modulation index in an optical voltage sensor using the new J(1) ... J(3) spectral method

The J(1)...J(3) is a recent optical method for linear readout of dynamic phase modulation index in homodyne interferometers. In this work, the J(1)... J(3) method is applied to measure voltage in an optical voltage sensor. Based on the classical J(1)...J(4) method, the J(1)... J(3) technique shows to be more stable to phase drift and simpler for implementation than the original one. The sensor dynamic range is enhanced. The agreement between theoretical and experimental results, based on 1/f noise, is demonstrated.

Desenvolvimento de biossensor baseado em extrato de açaí e sensor biomimético para detecção de hexazinona

Pós-graduação em Química - IQ

DEVELOPMENT OF A BIOMIMETIC SENSOR MODIFIED WITH HEMIN AND GRAPHENE OXIDE FOR MONITORING OF CARBOFURAN IN FOOD

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Electroanalytical determination of bumetanide employing a biomimetic sensor for detection of doping in sports

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Comparative gas sensor response of SnO2, SnO and Sn3O4 nanobelts to NO2 and potential interferents

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Blended Online POPBL: uma Abordagem Blended Learning para uma Aprendizagem Baseada em Problemas e Organizada em Projetos

Pós-graduação em Educação - FCT