Interoperability frameworks for competencies and learning outcomes: databases vs ontologies

The changes introduced into the European Higher Education Area (EHEA) by the Bologna Process, together with renewed pedagogical and methodological practices, have created a new teaching-learning paradigm: Student-Centred Learning. In addition, the last few years have been characterized by the application of Information Technologies, especially the Semantic Web, not only to the teaching-learning process, but also to administrative processes within learning institutions. On one hand, the aim of this study was to present a model for identifying and classifying Competencies and Learning Outcomes and, on the other hand, the computer applications of the information management model were developed, namely a relational Database and an Ontology.

Nanoparticles based Permeable Reactive Barriers as an Eco-efficient Technology for nitrate remediation in soil and groundwater

The need to increase agricultural yield led, among others, to an increase in the consumption of nitrogen based fertilizers. As a consequence, there are excessive concentrations of nitrates, the most abundant of the reactive nitrogen (Nr) species, in several areas of the world. The demographic changes and projected population growth for the next decades, and the economic shifts which are already shaping the near future are powerful drivers for a further intensification in the use of fertilizers, with a predicted increase of the nitrogen loads in soils. Nitrate easily diffuses in the subsurface environments, portraying high mobility in soils. Moreover, the presence of high nitrate loads in water has the potential to cause an array of health dysfunctions, such as methemoglobinemia and several cancers. Permeable Reactive Barriers (PRB) placed strategically relatively to the nitrate source constitute an effective technology to tackle nitrate pollution. Ergo, PRB avoid various adverse impacts resulting from the displacement of reactive nitrogen downstream along water bodies. A four stages literature review was carried out in 34 databases. Initially, a set of pertinent key words were identified to perform the initial databases searches. Then, the synonyms of those initial key words were used to carry out a second set of databases searches. The third stage comprised the identification of other additional relevant terms from the research papers identified in the previous two stages. Again, databases searches were performed with this third set of key words. The final step consisted of the identification of relevant papers from the bibliography of the relevant papers identified in the previous three stages of the literature review process. The set of papers identified as relevant for in-depth analysis were assessed considering a set of relevant characterization variables.

Digital storytelling: student ID in higher education

Identity achievement is related to personality, as well as cognitive and interpersonal development. In tandem with the deep structural changes that have taken place in society, education must also shift towards a teaching approach focused on learning and the overall development of the student. The integration of technology may be the drive to foster the needed changes. We draw on the literature of multiple subject areas as basis for our work, namely: identity construction and self-representation, within a psychological and social standpoint; Higher Education (HE) in Portugal after Bologna, college student development and other intrinsic relationships, namely the role of emotions and interpersonal relationships in the learning process; the technological evolution of storytelling towards Digital Storytelling (DS) – the Californian model – and its connections to identity and education. Ultimately we propose DS as the aggregator capable of humanizing HE while developing essential skills and competences. Grounded on an interpretative/constructivist paradigm, we implemented a qualitative case study to explore DS in HE. In three attempts to collect student data, we gathered detailed observation notes from two Story Circles; twelve student written reflections; fourteen Digital Stories and detailed observation notes from one Story Show. We carried out three focus groups with teachers where we discussed their perceptions of each student prior to and after watching the Digital Stories, in addition to their opinion on DS in HE as a teaching and learning method and its influence on interpersonal relationships. We sought understandings of the integration of DS to analyze student selfperception and self-representation in HE contexts and intersected our findings with teachers’ perceptions of their students. We compared teachers’ and students’ perspectives, through the analysis of data collected throughout the DS process – Story Circle, Story Creation and Story Show – and triangulated that information with the students’ personal reflections and teacher perceptions. Finally we questioned if and how DS may influence teachers’ perceptions of students. We found participants to be the ultimate gatekeepers in our study. Very few students and teachers voluntarily came forth to take part in the study, confirming the challenge remains in getting participants to see the value and understand the academic rigor of DS. Despite this reluctance, DS proved to be an asset for teachers and students directly and indirectly involved in the study. DS challenges HE contexts, namely teacher established perception of students; student’s own expectations regarding learning in HE; the emotional realm, the private vs. public dichotomy and the shift in educational roles.

The Digital Textbook: Methodological and Didactic Challenges for Primary School

The potentialities of ICT in education bring about changes in the teaching and learning methodologies, in the places where you learn and in the way you learn. This demands a reflection not only on the ways of learning, but also on the support resources, so that learning can take place and, of course, it is indispensable to understand the teachers’ answer to the digital challenges. Thus, the purpose of this analysis is to reflect about technological trends in an educational context and their underlying models by analyzing the role played by digital textbooks in Portugal in an innovating context. This way, we intend to contribute to an educational policy as we plan to relate the teachers’ training to the increasing development of the digital textbooks and we also intend to contribute to the understanding of a didactic resource which is closely related to the learning processes which resort to advanced technology.

Building a knowledge and learning society in Portugal - Adult students in technological schools and higher education institutions

Chapter in Merrill, Barbara (ed.) (2009) Learning to Change? The Role of Identity and Learning Careers in Adult Education. Hamburg: Peter Lang Publishers. URL: http://www.peterlang.com/ index.cfm?vID=58279&vLang=E&vHR=1&vUR=2&vUUR=1

The use of indicators and evidence in governance and policy development of science, technology and innovation

This paper was first presented at the 2012 – EU SPRI Conference “Towards Transformative Governance? - Responses to mission-oriented innovation policy paradigms”, Fraunhofer ISI, June 2012, Karlsruhe

The national physics and chemistry exams and the learning of sciences

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

Hierarchical Reinforcement Learning in Behavior and the Brain

Dissertation presented to obtain the Ph.D degree in Biology, Neuroscience

Making connections: engineering and language issues in teaching english for specific purposes

Tese apresentada para cumprimento dos requisitos necessários à obtenção do grau de Doutor em Línguas, Literaturas e Culturas

Indoor location-based analytics systems: Portuguese market compettive assessment and entry procing strategy of BIPs' technology in Sonae Sierra Shopping malls stores

This project attempts to provide an in-depth competitive assessment of the Portuguese indoor location-based analytics market, and to elaborate an entry-pricing strategy for Business Intelligence Positioning System (BIPS) implementation in Portuguese shopping centre stores. The role of industry forces and company’s organizational resources platform to sustain company’s competitive advantage was explored. A customer value-based pricing approach was adopted to assess BIPS value to retailers and maximize Sonae Sierra profitability. The exploratory quantitative research found that there is a market opportunity to explore every store area types with tailored proposals, and to set higher-than-tested membership fees to allow a rapid ROI, concluding there are propitious conditions for Sierra to succeed in BIPS store’s business model in Portugal.

Biographical narratives in teaching: a study of rofessors on postgraduate courses

Literature and research have shown that professional development constitutes an essential dimension in constructing both work and professional identity. An important aspect in such development is training. In the field of adult education, different authors (Pratt, 1993; Mezirow, 1985; Schön, 1996; Silva, 2007) emphasize the importance of placing trainees at the center of the learning and cognitive processes and within their corresponding social and historical contexts. Training is supported by a comprehensive adult learning theory. Therefore, the acquired knowledge is not only the result of an external and objective reality but also of a complex construction in which the appropriation of experience plays a relevant role. This paper reveals the findings obtained through biographical narratives in a five-year work program with teachers at different levels (from pre-school to higher education) on postgraduate courses. The core issue is the importance of biographical narratives, as an identification strategy for personal experience, knowledge construction and professional identity. This strategy provided the opportunity for recognition of practical experience, as a provider of learning, as well as his/her own authorship, which are important conditions in the understanding of professional identity.

Educating for sociability and learning for citizenship: developing communicational skills and mediation in educational contexts

This text concerns a program about the Promotion of Social and Communicational Skills and Mediation (PSCSM) developed with children aged between 10 and 13 years in a non-formal educational institution. The program of intervention had, as its purpose, the promotion of social and communicational competencies and mediation, thus enabling the children involved to have a healthy and responsible sociability in the different contexts in which they find themselves: family, school, peer group, amongst others. It was developed over 13 sessions with objectives and activities intentionally planned with the view of promoting competencies of communication, co-operation, responsibility, a critical spirit, solidarity, autonomy, respect, integration, inclusion and the recognition of rights and duties. This work was carried out with an action-research methodology that resorted to various techniques and instruments to gather and record information. The results obtained showed the impact and benefits of the program and they also revealed the necessity of educational institutions investing in the promotion of an ethical literacy and the empowerment of the children and young people for healthy sociability and active citizenship.

Aprendizaje durante la ontogenia temprana: Estudio de la participación del sistema opioide en la modulación de aprendizajes mediados por el etanol. LEARNING AND EARLY ONTOGENY: ANALYSIS OF THE INVOLVEMENT OF OPIOID SYSTEM IN FETAL AND INFANTILE ETHANOL-MEDIATED EXPERIENCIES.

Este plan de trabajos es continuidad de una línea de investigación centrada en evaluar los mecanismos responsables de la adquisición, expresión y persistencia de experiencias con el etanol. A partir de ello, indagar acerca de los efectos de esta experiencia sobre comportamientos de búsqueda y autoadministración de etanol en neonatos e infantes de rata. Se pretende analizar la participación del sistema opiáceo en los mecanismos implicados en una memoria fetal y/o infantil, generada como consecuencia de la exposición etílica. En una primera etapa, nos proponemos establecer de qué manera experiencias prenatales con la droga modulan el patrón de auto-administración de alcohol y otros reforzadores, como sacarosa. En este primer bloque de experimentos realizaremos manipulaciones fetales para determinar con mayor grado de especificidad la posible acción del sistema opiáceo en los mecanismos de adquisición de una memoria etílica prenatal. Se realizarán administraciones de etanol y el antagonista opiáceo, directamente a nivel fetal, y se evaluará esta experiencia en un paradigma de condicionamiento neonatal positivo, mediado por la droga. De acuerdo a la evidencia previa, esperamos que la exposición prenatal con la droga facilite la expresión de conductas de consumo y búsqueda del etanol o hacia las claves que señalizan al psicotrópico, tanto durante la infancia como en el neonato. A su vez, cuando la droga es presentada bajo los efectos de un antagonista opiáceo esperamos que estas conductas muestren un perfil similar a las desplegadas por sujetos controles. El segundo bloque de experimentos ha sido ideado con el objeto de indagar acerca de la posible participación del sistema opiáceo en la modulación de los aspectos reforzantes de la droga, a través de un esquema de auto-administración etílica infantil. Se utilizará un paradigma de condicionamiento instrumental adaptado para ratas infantes que consta de dos instancias, una de adquisición de la conducta instrumental (DPs 14-17) en la cual los animales reciben un pulso de refuerzo, como consecuencia de la ejecución de la conducta operante. En una segunda fase se analiza el patrón de búsqueda del reforzador ya que se registra la respuesta instrumental, sin que ocurra el refuerzo por la misma. Para analizar la participación del sistema opiáceo, durante la fase de adquisición de la conducta operante (DPs 16 y 17) los animales serán re-expuestos a mínimas cantidades del reforzador, bajo los efectos de un antagonista opiáceo, momentos previos al ensayo instrumental correspondiente para cada uno de estos días (Exp. 3). Esperamos que el bloqueo del sistema opiáceo, durante esta re-exposición al etanol, sea suficiente para disminuir el patrón de respuesta instrumental hacia el refuerzo etílico. Un último experimento incorporará un tercer evento de re-exposición al etanol -bajo los efectos del antagonista- previo al ensayo de extinción de la conducta instrumental (DP 18). Este nuevo evento tiene por objeto analizar la participación de este sistema neurobiológico en los mecanismos de búsqueda de etanol. Si el sistema opiáceo participa en la modulación de patrones tanto de búsqueda como consumatorios del reforzamiento por etanol, se espera que la re-exposición a la droga bajo los efectos del antagonista, inhiba estas respuestas tanto durante la sesión de adquisición, como de extinción de la conducta operante. Este proyecto intenta profundizar en el conocimiento de los mecanismos que regulan reconocimiento, aceptación, búsqueda y consumo de etanol, como consecuencia de experiencias tempranas con la droga. A su vez, es importante identificar y estudiar los sistemas neurobiológicos involucrados en estos mecanismos. Es por ello que se intenta determinar el rol que ejerce el sistema opiáceo en la adquisición de estas experiencias etílicas a nivel fetal e infantil, que se conoce promueven la búsqueda y el consumo de la droga. Our work is directed to analyze the involvement of the opioid system in the generation of pre- and early postnatal ethanol-related memories. As a first step, maternal manipulations with ethanol will be done. Infants will be evaluated in a paradigm of infantile self-administration of different reinforcers (ethanol, sucrose or water), employing a model of operant conditioning adapted to infant rats. A second experiment will be conducted in order to analyze if a central administration of ethanol, directly to the fetus, modifies subsequent patterns of neonatal conditioned responses to an artificial nipple, mediated by ethanol reinforcing effects. Fetal presentation of ethanol will be accompanied with the injection of an opioid antagonist in order to analyze the involvement of this system in acquisition processes of a fetal ethanol-mediated memory. A second set of studies will be conducted to analyze appetitive and consummatory behaviors in an infant model of ethanol self-administration. Involvement of opioid system in the acquisition or expression of this experience will be also inquired. Infant rats (PDs14-17) have to display a target behavior (nose-poke) to gain access to 5% sucrose or 3.75% ethanol. On PD18 an extinction session will be included. At PDs16-17, 6-hr before training, pups will be re-exposed to ethanol under opioid antagonism effects (naloxone). In a follow up experiment, a re-exposure trial will be included at PD18. Prior extinction, pups will receive naloxone and will be re-exposed to ethanol. We aim to observe if opioid system is modulating etha¬nol reinforcing effects, in terms of both appetitive and consummatory behaviors.

Eliciting and fostering learners' metacognitive knowledge about language learning in self-directed learning programs: a review of data collection methods and procedures

Són molts els estudis que avui en dia incideixen en la necessitat d’oferir un suport metodològic i psicològic als aprenents que treballen de manera autònoma. L’objectiu d’aquest suport és ajudar-los a desenvolupar les destreses que necessiten per dirigir el seu aprenentatge així com una actitud positiva i una major conscienciació envers aquest aprenentatge. En definitiva, aquests dos tipus de preparació es consideren essencials per ajudar els aprenents a esdevenir més autònoms i més eficients en el seu propi aprenentatge. Malgrat això, si bé és freqüent trobar estudis que exemplifiquen aplicacions del suport metodològic dins els seus programes, principalment en la formació d’estratègies o ajudant els aprenents a desenvolupar un pla de treball, aquest no és el cas quan es tracta de la seva preparació psicològica. Amb rares excepcions, trobem estudis que documentin com s’incideix en les actituds i en les creences dels aprenents, també coneguts com a coneixement metacognitiu (CM), en programes que fomenten l’autonomia en l’aprenentatge. Els objectius d’aquest treball son dos: a) oferir una revisió d’estudis que han utilitzat diferents mitjans per incidir en el CM dels aprenents i b) descriure les febleses i avantatges dels procediments i instruments que utilitzen, tal com han estat valorats en estudis de recerca, ja que ens permetrà establir criteris objectius sobre com i quan utilitzar-los en programes que fomentin l’aprenentatge autodirigit.