895 resultados para Context-based teaching


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The marriage of emerging information technologies with control technologies is a major driving force that, in the context of the factory-floor, is creating an enormous eagerness for extending the capabilities of currently available fieldbus networks to cover functionalities not considered up to a recent past. Providing wireless capabilities to such type of communication networks is a big share of that effort. The RFieldbus European project is just one example, where PROFIBUS was provided with suitable extensions for implementing hybrid wired/wireless communication systems. In RFieldbus, interoperability between wired and wireless components is achieved by the use specific intermediate networking systems operating as repeaters, thus creating a single logical ring (SLR) network. The main advantage of the SLR approach is that the effort for protocol extensions is not significant. However, a multiple logical ring (MLR) approach provides traffic and error isolation between different network segments. This concept was introduced in, where an approach for a bridge-based architecture was briefly outlined. This paper will focus on the details of the inter-Domain Protocol (IDP), which is responsible for handling transactions between different network domains (wired or wireless) running the PROFIBUS protocol.

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I (Prática pedagógica)- Esta secção do Relatório de Estágio pretende apresentar elementos referentes ao Estágio do Ensino Especializado da Música no ensino do saxofone, efectuado na Escola de Música Luís António Maldonado Rodrigues, no ano lectivo 2012/2013. Neste estágio foram envolvidos e analisados três alunos, em níveis distintos de desenvolvimento, mas com orientações semelhantes no que respeita à organização do trabalho. Para cada aluno foram realizados trinta planos de aula, uma planificação anual e três gravações vídeo/áudio em contexto de sala de aula, permitindo uma análise e reflexão mais profunda do trabalho docente. A secção é composta pela caracterização da escola onde se realizou o estágio, através da sua contextualização/funcionamento, dos seus espaços e equipamentos, recursos humanos existentes e organização pedagógica. Posteriormente é efectuada a caracterização dos três alunos envolvidos no estágio, baseada na experiência docente e nos conhecimentos fornecidos pelas Unidades Curriculares do Mestrado em Ensino da Música. Seguidamente descrevem-se as práticas lectivas desenvolvidas ao longo do ano lectivo por parte do docente, incorporando linhas orientadoras da docência aplicadas na prática pedagógica. É feita uma análise crítica da actividade docente no âmbito do estágio do Ensino Especializado da Música, e, por último, uma conclusão desta primeira secção. .

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I - Inserido no Concelho de Odivelas, cuja realidade e contexto sócio cultural realçam a problemática da diversidade cultural, colocando ao professor dúvidas e dificuldades emrelação às suas práticas educativas, o Conservatório de Música D. Dinis é a escola na qual leciono desde 1993. É também local de reflexão permanente quanto aos critérios e condições que devem nortear a prática pedagógica contemporânea na área da música, cujo objetivo assenta na formação integral do aluno através da utilização de estratégias de ensino que o responsabilizem na própria aprendizagem. Considerando estes desafios, o seguinte trabalho será realizado no contexto da minha classe de violino e incidirá sobre três alunos em particular, que frequentam os seguintes graus, a saber: 1 - Iniciação (1º ciclo do ensino básico); 2 - 2º grau (2º ciclo do ensino básico); 3 - 5º grau (3º ciclo do ensino básico). Apesar de acreditar nas suas capacidades de aprendizagem e ter um cuidado especial sobre as minhas ações e os efeitos destas na aprendizagem académica e social dos meus alunos, os resultados finais são reveladores da importância da motivação, do apoio parental e da responsabilidade dos alunos na obtenção do seu próprio sucesso escolar.

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I (Prática Pedagógica)- No que se refere à secção da tese dedicada ao estágio, esta pretende desenvolver uma síntese do que se passou ao longo deste ano lectivo. Durante o ano lectivo 2012/2013, tive a oportunidade de assistir a aulas ministradas pela professora Ana Valente. A tese procura focar variados aspectos das aulas a que assisti. De uma forma geral, o relatório do estágio evidencia vários aspectos: metodologias de ensino, questões motivacionais, relação aluno/professor, questões de disciplina, entre outras. No decorrer das aulas, foi possível constatar muitas dessas questões na prática. Tentei registar as actividades desenvolvidas nas aulas relativas a várias questões, nomeadamente questões relacionadas com a prática do instrumento, assim como outras relacionadas com a noção de musicalidade. Como resultado, esta secção apresenta diversos tipos de estratégias de ensino, ilustrando exemplos práticos que efectivamente se passaram nas aulas. É essencialmente, uma secção dedicada à reflexão sobre metodologias de ensino e estudo. A segunda parte desta secção é relativa à análise das gravações das aulas dadas por mim e pretende sobretudo focar-se na crítica pessoal. É uma parte importante do estágio, em que tenho a oportunidade de observar a minha forma pedagógica de lidar com os alunos. Por fim, a terceira parte do relatório refere-se à observação crítica da abordagem da professora tendo por base o meu ponto de vista. Esta parte pretende essencialmente descrever e analisar a forma como a professora dá as aulas. Com base no que disse anteriormente, esta parte do trabalho mostra mais em detalhe as metodologias e estratégias de ensino utilizadas pela professora em questão. De um modo geral, esta secção pretende descrever as três vertentes que mencionei anteriormente (relatório das aulas, análise das gravações, observação crítica ao método pedagógico da professora).

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Multicore platforms have transformed parallelism into a main concern. Parallel programming models are being put forward to provide a better approach for application programmers to expose the opportunities for parallelism by pointing out potentially parallel regions within tasks, leaving the actual and dynamic scheduling of these regions onto processors to be performed at runtime, exploiting the maximum amount of parallelism. It is in this context that this paper proposes a scheduling approach that combines the constant-bandwidth server abstraction with a priority-aware work-stealing load balancing scheme which, while ensuring isolation among tasks, enables parallel tasks to be executed on more than one processor at a given time instant.

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Mestrado em Educação Pré-Escolar

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Multiprocessors, particularly in the form of multicores, are becoming standard building blocks for executing reliable software. But their use for applications with hard real-time requirements is non-trivial. Well-known realtime scheduling algorithms in the uniprocessor context (Rate-Monotonic [1] or Earliest-Deadline-First [1]) do not perform well on multiprocessors. For this reason the scientific community in the area of real-time systems has produced new algorithms specifically for multiprocessors. In the meanwhile, a proposal [2] exists for extending the Ada language with new basic constructs which can be used for implementing new algorithms for real-time scheduling; the family of task splitting algorithms is one of them which was emphasized in the proposal [2]. Consequently, assessing whether existing task splitting multiprocessor scheduling algorithms can be implemented with these constructs is paramount. In this paper we present a list of state-of-art task-splitting multiprocessor scheduling algorithms and, for each of them, we present detailed Ada code that uses the new constructs.

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Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico

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This paper provides a longitudinal, empirical view of the multifaceted and reciprocal processes of organizational learning in a context of self-managed teams. Organizational learning is seen as a social construction between people and actions in a work setting. The notion of learning as situated (Brown & Duguid 1989, Lave& Wenger 1991, Gherardi & al. 1998, Easterby-Smith & Araujo 1999, Abma 2003) opens up the possibility for placing the focus of research on learning in the community rather than in individual learning processes. Further, in studying processes in their social context, we cannot avoid taking power relations into consideration (Contu & Willmott 2003). The study is based on an action research with a methodology close to the ‘democratic dialogue’ presented by Gustavsen (2001). This gives a ground for research into how the learning discourse developed in the case study organization over a period of 5 years, during which time the company abandoned a middle management level of hierarchy and the teams had to figure out how to work as self-managed units. This paper discusses the (re)construction of power relations and its role in organizational learning. Power relations are discussed both in vertical and horizontal work relations. A special emphasis is placed on the dialectic between managerial aims and the space for reflection on the side of employees. I argue that learning is crucial in the search for the limits for empowerment and that these limits are negotiated both in actions and speech. This study unfolds a purpose-oriented learning process, constructing an open dialogue, and describes a favourable context for creative, knowledge building communities.

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The advent of Wireless Sensor Network (WSN) technologies is paving the way for a panoply of new ubiquitous computing applications, some of them with critical requirements. In the ART-WiSe framework, we are designing a two-tiered communication architecture for supporting real-time and reliable communications in WSNs. Within this context, we have been developing a test-bed application, for testing, validating and demonstrating our theoretical findings - a search&rescue/pursuit-evasion application. Basically, a WSN deployment is used to detect, localize and track a target robot and a station controls a rescuer/pursuer robot until it gets close enough to the target robot. This paper describes how this application was engineered, particularly focusing on the implementation of the localization mechanism.

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Relatório Final de Estágio apresentado à Escola Superior de Dança com vista à obtenção do Grau de Mestre em Ensino de Dança.

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The growing heterogeneity of networks, devices and consumption conditions asks for flexible and adaptive video coding solutions. The compression power of the HEVC standard and the benefits of the distributed video coding paradigm allow designing novel scalable coding solutions with improved error robustness and low encoding complexity while still achieving competitive compression efficiency. In this context, this paper proposes a novel scalable video coding scheme using a HEVC Intra compliant base layer and a distributed coding approach in the enhancement layers (EL). This design inherits the HEVC compression efficiency while providing low encoding complexity at the enhancement layers. The temporal correlation is exploited at the decoder to create the EL side information (SI) residue, an estimation of the original residue. The EL encoder sends only the data that cannot be inferred at the decoder, thus exploiting the correlation between the original and SI residues; however, this correlation must be characterized with an accurate correlation model to obtain coding efficiency improvements. Therefore, this paper proposes a correlation modeling solution to be used at both encoder and decoder, without requiring a feedback channel. Experiments results confirm that the proposed scalable coding scheme has lower encoding complexity and provides BD-Rate savings up to 3.43% in comparison with the HEVC Intra scalable extension under development. © 2014 IEEE.

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Dissertação apresentada para a obtenção do Grau de Doutor em Informática pela Universidade Nova de Lisboa, Faculdade de Ciências e Tecnologia

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The great majority of the courses on science and technology areas where lab work is a fundamental part of the apprenticeship was not until recently available to be taught at distance. This reality is changing with the dissemination of remote laboratories. Supported by resources based on new information and communication technologies, it is now possible to remotely control a wide variety of real laboratories. However, most of them are designed specifically to this purpose, are inflexible and only on its functionality they resemble the real ones. In this paper, an alternative remote lab infrastructure devoted to the study of electronics is presented. Its main characteristics are, from a teacher's perspective, reusability and simplicity of use, and from a students' point of view, an exact replication of the real lab, enabling them to complement or finish at home the work started at class. The remote laboratory is integrated in the Learning Management System in use at the school, and therefore, may be combined with other web experiments and e-learning strategies, while safeguarding security access issues.

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Engineering Education includes not only teaching theoretical fundamental concepts but also its verification during practical lessons in laboratories. The usual strategies to carry out this action are frequently based on Problem Based Learning, starting from a given state and proceeding forward to a target state. The possibility or the effectiveness of this procedure depends on previous states and if the present state was caused or resulted from earlier ones. This often happens in engineering education when the achieved results do not match the desired ones, e.g. when programming code is being developed or when the cause of the wrong behavior of an electronic circuit is being identified. It is thus important to also prepare students to proceed in the reverse way, i.e. given a start state generate the explanation or even the principles that underlie it. Later on, this sort of skills will be important. For instance, to a doctor making a patient?s story or to an engineer discovering the source of a malfunction. This learning methodology presents pedagogical advantages besides the enhanced preparation of students to their future work. The work presented on his document describes an automation project developed by a group of students in an engineering polytechnic school laboratory. The main objective was to improve the performance of a Braille machine. However, in a scenario of Reverse Problem-Based learning, students had first to discover and characterize the entire machine's function before being allowed (and being able) to propose a solution for the existing problem.