Learning Sustainability with EPS@ISEP – Development of a Water Disinfection System

Proceedings of the 8th International Symposium on Project Approaches in Engineering Education (PAEE), Guimarães, 2016

A proposal to teach english to eighth graders in a public school in Cali through curriculum contents [recurso electr?nico]

This monography seeks the improvement of the teaching of English in an eighth grade from a public school in Santiago de Cali, INEM Jorge Isaac, through the implementation of a proposal based on the integration of this language with some disciplinary fields that are part of the curriculum; and to design, plan, prepare and evaluate a unit of teaching founded on Content-Based Instruction (CBI), through the Communicative Approach, some Task Based Learning procedures, Project Work, and Cooperative Work.

Aplicação das ciências forenses no ensino secundário: um conjunto de actividades para a disciplina de Física e Química A

A popularidade das séries televisivas que abordam as Ciências Forenses (CSI 1 Mentes Criminosas, Casos Arquivados...) permite construir actividades que envolvem os alunos numa exploração científica de modo a que dominem os conceitos e apreciem a natureza da Ciência. Estes recursos educativos aplicam uma abordagem Ciência­ Tecnologia-Sociedade -Pensamento Crítico (CTS-PC) e podem ser explorados segundo uma metodologia de Aprendizagem Baseada na Resolução de Problemas (ABRP). Neste trabalho são propostas actividades laboratoriais, a decorrer no contexto formal das aulas da disciplina de Física e Química A (FQ·A), utilizando sensores e a calculadora gráfica. Num contexto não-formal, e baseadas nas técnicas analíticas utilizadas em Ciências Forenses, foram desenvolvidas actividades para um Clube de Ciência ou Laboratórios Abertos, complementadas por um blogue (CSI-Mafra). Estes recursos foram posteriormente partilhados com outros professores de Física e Química, numa acção de formação, proposta pela autora, e cujo objectivo principal foi a diversificação das estratégias de ensino e aprendizagem. O entusiasmo dos alunos na realização das tarefas propostas e os resultados nos questionários de grau de satisfação e de opinião, aplicados a alunos e professores, sugere que as actividades desenvolvidas podem contribuir na motivação dos alunos para o estudo da Física e da Química e promover a literacia científica da comunidade escolar. ABSTRACT; The high popularity between teenagers of the television series that have Forensic Sciences and Criminal lnvestigations as central theme, such as CSI, Dexter, Criminal Minds and Cold Case, can be used to develop learning activities that involves the students into a scientific exploration which aim is leading the students to learn Chemistry and Physics with pleasure, motivation and curiosity. The educational resources developed in this thesis make use of the strategy Science-Technology-Society-Critical Thinking (STS-CP) and can be exploited according the teaching methodology Problem Based Learning (PBL). ln this work we propose a number of laboratory activities that can be used on the classes of the High School course Physic and Chemistry A (FQ-A) and a different set of activities to be used in a non-formal teaching environment, which are based on the analytical techniques used in Forensic Sciences. The non-formal activities were developed as part of the activities of a Science Club and complemented with an interactive blog. The teaching resources developed by us were also used in a professional training course to physics and chemistry teachers aimed to teach how to introduce new teaching­ learning strategies. The enthusiasm of the students shown during the activities and the extremely positive results of the questionnaires, applied to students and teachers after the activities, clearly indicates that the learning resources developed in this thesis contribute to the student's motivation to learn Physic and Chemistry and to promote the scientific Iiteracy of the scholar community.

Propuesta de un modelo de evaluación bidimensional en Moodle

El modelo de evaluación bidimensional MEB en la educación superior, propuesto en este trabajo mide el conocimiento de estudiantes versus grado de certeza. El análisis de estas dos dimensiones permite al profesor determinar áreas de conocimiento a profundizar con sus estudiantes. La investigación fue descriptiva y correlacional, fueron aplicados métodos científico e inductivo. Las técnicas utilizadas fueron cuestionarios y análisis estadístico y recursos técnicos fueron: sistema de gestión de aprendizaje Moodle, software para análisis matemático MATLAB, EXCEL, laboratorios de la Facultad de Informática y Electrónica (FIE) de la Escuela Superior Politécnica de Chimborazo (ESPOCH), institución donde se llevó a cabo el estudio. El MEB propone la aplicación de cuestionarios de selección múltiple con el mecanismo CBM (Certainty based marking - Marcado basado en la certeza), sobre un aula virtual creada en el sistema Moodle. CBM permite medir por cada pregunta de un cuestionario las dimensiones conocimiento y certeza.

Self-regulated learning in computer programming : strategies students adopted during an assignment

The SimProgramming teaching approach has the goal to help students overcome their learning difficulties in the transition from entry-level to advanced computer programming and prepare them for real-world labour environments, adopting learning strategies. It immerses learners in a businesslike learning environment, where students develop a problem-based learning activity with a specific set of tasks, one of which is filling weekly individual forms. We conducted thematic analysis of 401 weekly forms, to identify the students’ strategies for self-regulation of learning during assignment. The students are adopting different strategies in each phase of the approach. The early phases are devoted to organization and planning, later phases focus on applying theoretical knowledge and hands-on programming. Based on the results, we recommend the development of educational practices to help students conduct self-reflection of their performance during tasks.

Metoda projektów w uczeniu się i nauczaniu fizyki w gimnazjum

Wydział Studiów Edukacyjnych: Zakład Pedeutologii

Beyond human and intellectual capital: Profiling the value of knowledge, skills and experience

The concept of human capital is associated mainly with the Nobel Laureate Gary Becker and, in his usage, has a clear conceptual basis as investment in the costs of formal education. By contrast, this paper suggests that ‘intellectual capital’ is a re-branding of knowledge, skills and experience rather than re-conceptualisation of resource based learning. Becker also chose not to include informal knowledge, skills or experience within his concept of human capital, which remains limited by its constrained premises. This paper submits that both human capital and intellectual capital advocates fail to identify or measure the tacit knowledge and implicit learning which increasingly is recognised as a key to the competitive advantage of organisations. It first focuses on the conceptual basis of claims made for human capital and intellectual capital, outlines limits in their methodology, and contrasts these with insights from theories of tacit knowledge and implicit learning and the central role within them of informal or non-formal skill acquisition. It develops and illustrates instances of interfacing tacit and explicit knowledge before introducing a methodology for profiling the acquisition of knowledge, ability and skills. It does so by introducing the concepts of non-formal learningfrom- work (LfW) and informal learning-from-life (LfL), with evidence from a four country EU case study commissioned within the lifelong learning remit of the Lisbon Agenda.

O impacto da formação para o desenvolvimento pessoal e organizacional na CGD, S.A.

De modo a terminar o mestrado em Gestão, especialização em Recursos Humanos, considerou-se pertinente a realização de um estágio em contexto laboral, como forma a melhorar as competências técnicas e comportamentais. O estágio teve dois objectivos: aplicação dos conhecimentos adquiridos na primeira fase do mestrado e pesquisa de uma oportunidade de inserção no mercado de trabalho. O mesmo foi realizado na Caixa Geral Depósitos (CGD), empresa escolhida devido à posição de destaque que assume em Portugal e por se considerar que é uma organização líder e forte em muitos aspectos, nomeadamente em áreas da gestão de recursos humanos. Apesar das múltiplas abordagens que a gestão de recursos humanos tem e devido à especialização existente na CGD nesta área, o estágio foi essencialmente centrado no âmbito da formação. Considera-se que trabalhar nessa área trará bastantes beneficias pessoais uma vez que me dotará de competências fundamentais para enfrentar a realidade empresarial actual, que é fortemente acentuada na gestão do conhecimento. ABSTRACT: ln order to finish the master degree in Management, specializing in Human Resources, a pertinent stage-based learning was considered as a way to improve technical and behavioral skills. This stage had two targets: application of the obtained knowledge during the first stage of the master degree, and search for an opportunity of entering the labor market. This same stage was done at Caixa Geral Depósitos (CGD), a company that was chosen because of its prominent position assumed in Portugal, and is also considered a leading and strong organization in many areas, particularly human resource management. Despite the multiple approaches that human resources management has, and due to the know-how of CGD in this area, the stage was mainly focused in the training. It is considered that work in this area will bring many personal benefits as it will give me fundamental skills to deal with the actual business reality, which is strongly marked in knowledge management.

Avaliação e controlo da qualidade da água de albufeiras com base em modelos dinâmicos

A problemática relacionada com a modelação da qualidade da água de albufeiras pode ser abordada de diversos pontos de vista. Neste trabalho recorre-se a metodologias de resolução de problemas que emanam da Área Cientifica da Inteligência Artificial, assim como a ferramentas utilizadas na procura de soluções como as Árvores de Decisão, as Redes Neuronais Artificiais e a Aproximação de Vizinhanças. Actualmente os métodos de avaliação da qualidade da água são muito restritivos já que não permitem aferir a qualidade da água em tempo real. O desenvolvimento de modelos de previsão baseados em técnicas de Descoberta de Conhecimento em Bases de Dados, mostrou ser uma alternativa tendo em vista um comportamento pró-activo que pode contribuir decisivamente para diagnosticar, preservar e requalificar as albufeiras. No decurso do trabalho, foi utilizada a aprendizagem não-supervisionada tendo em vista estudar a dinâmica das albufeiras sendo descritos dois comportamentos distintos, relacionados com a época do ano. ABSTRACT: The problems related to the modelling of water quality in reservoirs can be approached from different viewpoints. This work resorts to methods of resolving problems emanating from the Scientific Area of Artificial lntelligence as well as to tools used in the search for solutions such as Decision Trees, Artificial Neural Networks and Nearest-Neighbour Method. Currently, the methods for assessing water quality are very restrictive because they do not indicate the water quality in real time. The development of forecasting models, based on techniques of Knowledge Discovery in Databases, shows to be an alternative in view of a pro-active behavior that may contribute to diagnose, maintain and requalify the water bodies. ln this work. unsupervised learning was used to study the dynamics of reservoirs, being described two distinct behaviors, related to the time of year.

Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners

The inclusion of online elements in learning environments is becoming commonplace in Post Compulsory Education. A variety of research into the value of such elements is available, and this study aims to add further evidence by looking specifically at the use of collaborative technologies such as online discussion forums and wikis to encourage higher order thinking and self-sufficient learning. In particular, the research examines existing pedagogical models including Salmon’s five-stage model, along with other relevant literature. A case study of adult learners in community-based learning centres forms the basis of the research, and as a result of the findings, an arrow model is suggested as a framework for online collaboration that emphasises the learner, mentions pre-course preparation and then includes three main phases of activity: post, interact and critique. This builds on Salmon’s five-stage model and has the benefit of being flexible and responsive, as well as allowing for further development beyond the model, particularly in a blended learning environment.

How should we measure online learning activity?

The proliferation of Web-based learning objects makes finding and evaluating resources a considerable hurdle for learners to overcome. While established learning analytics methods provide feedback that can aid learner evaluation of learning resources, the adequacy and reliability of these methods is questioned. Because engagement with online learning is different from other Web activity, it is important to establish pedagogically relevant measures that can aid the development of distinct, automated analysis systems. Content analysis is often used to examine online discussion in educational settings, but these instruments are rarely compared with each other which leads to uncertainty regarding their validity and reliability. In this study, participation in Massive Open Online Course (MOOC) comment forums was evaluated using four different analytical approaches: the Digital Artefacts for Learning Engagement (DiAL-e) framework, Bloom's Taxonomy, Structure of Observed Learning Outcomes (SOLO) and Community of Inquiry (CoI). Results from this study indicate that different approaches to measuring cognitive activity are closely correlated and are distinct from typical interaction measures. This suggests that computational approaches to pedagogical analysis may provide useful insights into learning processes.

Big Code Applications and Approaches

The availability of a huge amount of source code from code archives and open-source projects opens up the possibility to merge machine learning, programming languages, and software engineering research fields. This area is often referred to as Big Code where programming languages are treated instead of natural languages while different features and patterns of code can be exploited to perform many useful tasks and build supportive tools. Among all the possible applications which can be developed within the area of Big Code, the work presented in this research thesis mainly focuses on two particular tasks: the Programming Language Identification (PLI) and the Software Defect Prediction (SDP) for source codes. Programming language identification is commonly needed in program comprehension and it is usually performed directly by developers. However, when it comes at big scales, such as in widely used archives (GitHub, Software Heritage), automation of this task is desirable. To accomplish this aim, the problem is analyzed from different points of view (text and image-based learning approaches) and different models are created paying particular attention to their scalability. Software defect prediction is a fundamental step in software development for improving quality and assuring the reliability of software products. In the past, defects were searched by manual inspection or using automatic static and dynamic analyzers. Now, the automation of this task can be tackled using learning approaches that can speed up and improve related procedures. Here, two models have been built and analyzed to detect some of the commonest bugs and errors at different code granularity levels (file and method levels). Exploited data and models’ architectures are analyzed and described in detail. Quantitative and qualitative results are reported for both PLI and SDP tasks while differences and similarities concerning other related works are discussed.

A Brazilian Original Pedagogical Approach To The Teaching Of Neurology.

The two-arm Clinical Decisions/Diagnostic Workshop (CD/DW) approach to undergraduate medical education has been successfully used in Brazil. Present the CD/DW approach to the teaching of stroke, with the results of its pre-experimental application and of a comparative study with the traditional lecture-case discussion approach. Application of two questionnaires (opinion and Knowledge-Attitudes-Perceptions-KAP) to investigate the non-inferiority of the CD/DW approach. The method was well accepted by teachers and students alike, the main drawback being the necessarily long time for its completion by the students, a feature that may better cater for different educational needs. The comparative test showed the CD/DW approach to lead to slightly higher cognitive acquisition as opposed to the traditional method, clearly showing its non-inferiority status. The CD/DW approach seems to be another option for teaching neurology in undergraduate medical education, with the bonus of respecting each learner`s time.

Delivery Of A Urology Online Course Using Moodle Versus Didactic Lectures Methods.

To subjectively and objectively compare an accessible interactive electronic library using Moodle with lectures for urology teaching of medical students. Forty consecutive fourth-year medical students and one urology teacher were exposed to two teaching methods (4 weeks each) in the form of problem-based learning: - lectures and - student-centered group discussion based on Moodle (modular object-oriented dynamic learning environment) full time online delivered (24/7) with video surgeries, electronic urology cases and additional basic principles of the disease process. All 40 students completed the study. While 30% were moderately dissatisfied with their current knowledge base, online learning course delivery using Moodle was considered superior to the lectures by 86% of the students. The study found the following observations: (1) the increment in learning grades ranged from 7.0 to 9.7 for students in the online Moodle course compared to 4.0-9.6 to didactic lectures; (2) the self-reported student involvement in the online course was characterized as large by over 60%; (3) the teacher-student interaction was described as very frequent (50%) and moderately frequent (50%); and (4) more inquiries and requisitions by students as well as peer assisting were observed from the students using the Moodle platform. The Moodle platform is feasible and effective, enthusing medical students to learn, improving immersion in the urology clinical rotation and encouraging the spontaneous peer assisted learning. Future studies should expand objective evaluations of knowledge acquisition and retention.

Avaliação da aprendizagem em educação fisica na escola de 1. grau

Universidade Estadual de Campinas. Faculdade de Educação Física