Using the TRAILER tool for managing informal learning in academic and professional contexts: the learner perspective

Informal Learning plays an important role in everyone's life and yet we often are unaware of it. The need to keep track of the knowledge acquired through informal learning is increasing as its sources become increasingly diverse. This paper presents a study on a tool developed to help keeping track of learners' informal learning, both within academic and professional contexts, This tool, developed within the European Commission funded TRAILER project, will further integrate the improvements suggested by users during the piloting phase. The two studied contexts were similar regarding the importance and perception of Informal Learning, but differed concerning tool usage. The overall idea of managing one's informal learning was well accepted and welcomed, which validated the emerging need for a tool with this purpose.

Towards e-learning 2.0: case study of an e-learning environment

In these days the learning experience is no longer confined within the four walls of a classroom. Computers and primarily the internet have broadened this horizon by creating a way of delivering education that is known as e-learning. In the meantime, the internet, or more precisely, the Web is heading towards a new paradigm where the user is no longer just a consumer of information and becomes an active part in the communication. This two-way channel where the user takes the role of the producer of content triggered the appearance of new types of services such as Social Networks, Blogs and Wikis. To seize this second generation of communities and services, educational vendors are willing to develop e-learning systems focused on the new and emergent users needs. This paper describes the analysis and specification of an e-learning environment at our School (ESEIG) towards this new Web generation, called PEACE – Project for ESEIG Academic Environment. This new model relies on the integration of several services controlled by teachers and students such as social networks, repositories libraries, e-portfolios and e-conference sytems, intelligent tutors, recommendation systems, automatic evaluators, virtual classrooms and 3D avatars.

Interoperability on e-learning 2.0: the PEACE case study

The confluence of education with the evolution of technology boosted the paradigm shift of the face-to-face learning to distance learning. In this scenario e-Learning plays an essential role as a facilitator of the teaching/learning process. However new demands associated with the new Web paradigm require that existent e-Learning environments characterized mostly by monolithic systems begin interacting with new specialized services. In this decentralized scenario the definition of a strategy of interoperability is the cornerstone to ensure the standardization communication among systems. This paper presents a definition of an interoperability strategy for an e-Learning environment at our School (ESEIG) called PEACE – Project for ESEIG Academic Content Environment. This new interoperability model relies on the application of several coordination and integration standards on several services, controlled by teachers and students, and included in the PEACE environment such as social networks, repositories, libraries, e-portfolios, intelligent tutors, recommendation systems and virtual classrooms.

Academic plagiarism : yielding to temptation

Scope: Everybody lies. Plagiarism is pervasive because people are used to lying to succeed. While bringing up someone else’s ideas may be an inadvertent case of cryptomnesia, or unintentional plagiarism, academic plagiarism is hardly ever that case. Building on the existing literature, the aim of this paper is twofold. On the one hand, it contributes to the creation of a new framework for the definition of academic plagiarism within the larger scope of academic dishonesty, or academic misconduct; on the other hand, it identifies forms to recognize and discourage it. Aim: Our aim is to provide the basis for a subsequent empirical study on the phenomenon of plagiarism at LABS-ISCAL hoping to help diminish this practice that is deeply rooted in students in general.

Stress in university students and cardiovascular response to academic stressors

Introduction: University students are frequently exposed to events that can cause stress and anxiety, producing elevated cardiovascular responses. Repeated exposure to academic stress has implications to students’ success and well-being and may contribute to the development of long-term health problems. Objective: To identify stress levels and coping strategies in university students and assess the impact of stress experience in heart rate variability (HRV). Methods: 17 university students, 19-23 years, completed the University Students Stress Inventory, the Depression Anxiety Stress Scales and the Ways of Coping Questionnaire. Two 24h-Holter recordings were performed, on academic activity days, including one of them an exam situation. Results: Students tend to present moderate stress levels, and prefer problem-focused coping strategies in order to manage stress. Exam situations are perceived as significant stressors. Although we found no significant differences in HRV (SDNN), between days with and without an exam, we registered a lower SDNN score and a variation in heart rate (HR) related to exam situation (maximum HR peak at 10 minutes before the exam, and total HR recovery 20 minutes after the exam), reflecting sympathetic activation due to stress. Conclusions: These results suggest that academic events, especially those related to exam situations, are the cause of stress in university students, with implications at cardiovascular level, underlying the importance of interventions that help these students improve their coping skills and optimize stress management, in order to improve academic achievement and promote well-being and quality of life.

Academic effectiveness of VISIR remote lab in analog electronics

The effectiveness of VISIR is compared to other experimentation activities under the point of view presented by the professor Soysal in 2000. Advantages and limitations are discussed in terms of equipment availability, infrastructure cost, and contribution to various elements of experimental learning.

Developing Libraries Using Software Transactional Memory

Software transactional memory is a promising programming model that adapts many concepts borrowed from the databases world to control concurrent accesses to main memory (RAM) locations. This paper discusses how to support apparently irreversible operations, such as memory allocation and deallocation, within software libraries that will be used in (software memory) transactional contexts, and propose a generic and elegant approach based on a handler system, which provide the means to create and execute compensation actions at key moments during the life-time of a transaction.

Exploring the long-term associations between adolescents’ music training and academic achievement

There is a positive relationship between learning music and academic achievement, although doubts remain regarding the mechanisms underlying this association. This research analyses the academic performance of music and non-music students from seventh to ninth grade. The study controls for socioeconomic status, intelligence, motivation and prior academic achievement. Data were collected from 110 adolescents at two time points, once when the students were between 11 and 14 years old in the seventh grade, and again 3 years later. Our results show that music students perform better academically than non-music students in the seventh grade (Cohen’s d = 0.88) and in the ninth grade (Cohen’s d = 1.05). This difference is particularly evident in their scores in Portuguese language and natural science; the difference is somewhat weaker in history and geography scores, and is least pronounced in mathematics and English scores (η2 p from .09 to .21). A longitudinal analysis also revealed better academic performance by music students after controlling for prior academic achievement (η2 p = .07). Furthermore, controlling for intelligence, socioeconomic status and motivation did not eliminate the positive association between music learning from the seventh to the ninth grade and students’ academic achievement (η2 p = .06). During the period, music students maintained better and more consistent academic standing. We conclude that, after controlling for intelligence, socioeconomic status and motivation, music training is positively associated with academic achievement.

Location-based Marketing: the academic framework

Dissertation submitted in partial fulfillment of the requirements for the Degree of Master of Science in Geospatial Technologies.

Reading for Academic Purposes: Techniques and Strategies to help Angolan ELT Students at ISCED-Benguela enhance their Reading Skills

This paper examines academic reading difficulties Angolan second year ELT students have at ISCED (Instituto Superior de Ciências da Educação) in Benguela and focuses on a variety of reading strategies and techniques as well as models for reading materials to help improve academic reading skills. Finally, it recommends the use of appropriate reading strategies and techniques, materials, and the adoption of a more student-centred approach in teaching reading to encourage the development of a reading culture for academic purposes.

Development of an integral viscoelastic flow solver in OpenFOAM®

The usual high cost of commercial codes, and some technical limitations, clearly limits the employment of numerical modelling tools in both industry and academia. Consequently, the number of companies that use numerical code is limited and there a lot of effort put on the development and maintenance of in-house academic based codes. Having in mind the potential of using numerical modelling tools as a design aid, of both products and processes, different research teams have been contributing to the development of open source codes/libraries. In this framework, any individual can take advantage of the available code capabilities and/or implement additional features based on his specific needs. These type of codes are usually developed by large communities, which provide improvements and new features in their specific fields of research, thus increasing significantly the code development process. Among others, OpenFOAM® multi-physics computational library, developed by a very large and dynamic community, nowadays comprises several features usually only available in their commercial counterparts; e.g. dynamic meshes, large diversity of complex physical models, parallelization, multiphase models, to name just a few. This computational library is developed in C++ and makes use of most of all language capabilities to facilitate the implementation of new functionalities. Concerning the field of computational rheology, OpenFOAM® solvers were recently developed to deal with the most relevant differential viscoelastic rheological models, and stabilization techniques are currently being verified. This work describes the implementation of a new solver in OpenFOAM® library, able to cope with integral viscoelastic models based on the deformation field method. The implemented solver is verified through the comparison of the predicted results with analytical solutions, results published in the literature and by using the Method of Manufactured Solutions.

A new integral viscoelastic flow solver in OpenFOAM®

The usual high cost of commercial codes, and some technical limitations, clearly limits the employment of numerical modelling tools in both industry and academia. Consequently, the number of companies that use numerical code is limited and there a lot of effort put on the development and maintenance of in-house academic based codes . Having in mind the potential of using numerical modelling tools as a design aid, of both products and processes, different research teams have been contributing to the development of open source codes/libraries. In this framework, any individual can take advantage of the available code capabilities and/or implement additional features based on his specific needs. These type of codes are usually developed by large communities, which provide improvements and new features in their specific fields of research, thus increasing significantly the code development process. Among others, OpenFOAM® multi-physics computational library, developed by a very large and dynamic community, nowadays comprises several features usually only available in their commercial counterparts; e.g. dynamic meshes, large diversity of complex physical models, parallelization, multiphase models, to name just a few. This computational library is developed in C++ and makes use of most of all language capabilities to facilitate the implementation of new functionalities. Concerning the field of computational rheology, OpenFOAM® solvers were recently developed to deal with the most relevant differential viscoelastic rheological models, and stabilization techniques are currently being verified. This work describes the implementation of a new solver in OpenFOAM® library, able to cope with integral viscoelastic models based on the deformation field method. The implemented solver is verified through the comparison of the predicted results with analytical solutions, results published in the literature and by using the Method of Manufactured Solutions

Intervention program on adolescent’s creativity representations and academic motivation

Creativity and its promotion are widespread concerns in education. However, few efforts have been made to implement intervention programs designed to promote creativity and other related aspects (e.g., academic motivation). The Future Problem Solving Program International (FPSPI), aimed for training creativity representations and creative problem solving skills in young people, has been one of the most implemented programs. This intervention’s materials and activities were adapted for Portuguese students, and a longitudinal study was conducted. The program was implemented during four months, in weekly sessions, by thirteen teachers. Teachers received previous training for the program and during the program’s implementation. Intervention participants included 77 Basic and Secondary Education students, and control participants included 78 equivalent students. Pretest-posttest measures of academic motivation and creativity representations were collected. Results suggest a significant increase, in the intervention group, in motivation and the appropriate representations of creativity. Practical implications and future research perspectives are presented.

School governance and academic excellence: the representations of distinguished students in an annual award of excellence

Within a research project on «academic excellence in the state school», this paper is a contribution to the sociological reflection on the cultural and organisational characteristics of the school and its relationship with the academic success of students. The data we present stem from a case study underway at a secondary school in the north of Portugal, referring to the universe of students that since 2003 have distinguished themselves for achieving grades equal to or greater than 18 (on a scale of 0 to 20) and have thus been included in the school’s Framework of Excellence. From a contextual approach to this educational practice, we focused on the cultural characteristics of the school/subject as analytical support for the study of school and non-school dimensions in their mutual connections. To this end, we used the information from document analysis and data collected from a questionnaire survey administered to more than two-thirds of the students included in the above-mentioned Framework of Excellence. Subsequently, we will use the data from this survey to understand the extent to which academic excellence is perceived as an indivisible social construction of the school’s political and organisational matrix, particularly in terms of the educational and teaching guidelines adopted by the management body. We will conclude by questioning the meaning of the school’s management policies regarding the emphasis on educational outcomes, with particular focus on the representations of excellent students in the processes of school leadership, teaching organisation, school merit and justice.