Terminology and knowledge engineering conference. New frontiers in the constructive symbiosis of terminology and knowledge engineering

To meet the increasing demands of the complex inter-organizational processes and the demand for continuous innovation and internationalization, it is evident that new forms of organisation are being adopted, fostering more intensive collaboration processes and sharing of resources, in what can be called collaborative networks (Camarinha-Matos, 2006:03). Information and knowledge are crucial resources in collaborative networks, being their management fundamental processes to optimize. Knowledge organisation and collaboration systems are thus important instruments for the success of collaborative networks of organisations having been researched in the last decade in the areas of computer science, information science, management sciences, terminology and linguistics. Nevertheless, research in this area didn���t give much attention to multilingual contexts of collaboration, which pose specific and challenging problems. It is then clear that access to and representation of knowledge will happen more and more on a multilingual setting which implies the overcoming of difficulties inherent to the presence of multiple languages, through the use of processes like localization of ontologies. Although localization, like other processes that involve multilingualism, is a rather well-developed practice and its methodologies and tools fruitfully employed by the language industry in the development and adaptation of multilingual content, it has not yet been sufficiently explored as an element of support to the development of knowledge representations - in particular ontologies - expressed in more than one language. Multilingual knowledge representation is then an open research area calling for cross-contributions from knowledge engineering, terminology, ontology engineering, cognitive sciences, computational linguistics, natural language processing, and management sciences. This workshop joined researchers interested in multilingual knowledge representation, in a multidisciplinary environment to debate the possibilities of cross-fertilization between knowledge engineering, terminology, ontology engineering, cognitive sciences, computational linguistics, natural language processing, and management sciences applied to contexts where multilingualism continuously creates new and demanding challenges to current knowledge representation methods and techniques. In this workshop six papers dealing with different approaches to multilingual knowledge representation are presented, most of them describing tools, approaches and results obtained in the development of ongoing projects. In the first case, Andr��s Dom��nguez Burgos, Koen Kerremansa and Rita Temmerman present a software module that is part of a workbench for terminological and ontological mining, Termontospider, a wiki crawler that aims at optimally traverse Wikipedia in search of domainspecific texts for extracting terminological and ontological information. The crawler is part of a tool suite for automatically developing multilingual termontological databases, i.e. ontologicallyunderpinned multilingual terminological databases. In this paper the authors describe the basic principles behind the crawler and summarized the research setting in which the tool is currently tested. In the second paper, Fumiko Kano presents a work comparing four feature-based similarity measures derived from cognitive sciences. The purpose of the comparative analysis presented by the author is to verify the potentially most effective model that can be applied for mapping independent ontologies in a culturally influenced domain. For that, datasets based on standardized pre-defined feature dimensions and values, which are obtainable from the UNESCO Institute for Statistics (UIS) have been used for the comparative analysis of the similarity measures. The purpose of the comparison is to verify the similarity measures based on the objectively developed datasets. According to the author the results demonstrate that the Bayesian Model of Generalization provides for the most effective cognitive model for identifying the most similar corresponding concepts existing for a targeted socio-cultural community. In another presentation, Thierry Declerck, Hans-Ulrich Krieger and Dagmar Gromann present an ongoing work and propose an approach to automatic extraction of information from multilingual financial Web resources, to provide candidate terms for building ontology elements or instances of ontology concepts. The authors present a complementary approach to the direct localization/translation of ontology labels, by acquiring terminologies through the access and harvesting of multilingual Web presences of structured information providers in the field of finance, leading to both the detection of candidate terms in various multilingual sources in the financial domain that can be used not only as labels of ontology classes and properties but also for the possible generation of (multilingual) domain ontologies themselves. In the next paper, Manuel Silva, Ant��nio Lucas Soares and Rute Costa claim that despite the availability of tools, resources and techniques aimed at the construction of ontological artifacts, developing a shared conceptualization of a given reality still raises questions about the principles and methods that support the initial phases of conceptualization. These questions become, according to the authors, more complex when the conceptualization occurs in a multilingual setting. To tackle these issues the authors present a collaborative platform ��� conceptME - where terminological and knowledge representation processes support domain experts throughout a conceptualization framework, allowing the inclusion of multilingual data as a way to promote knowledge sharing and enhance conceptualization and support a multilingual ontology specification. In another presentation Frieda Steurs and Hendrik J. Kockaert present us TermWise, a large project dealing with legal terminology and phraseology for the Belgian public services, i.e. the translation office of the ministry of justice, a project which aims at developing an advanced tool including expert knowledge in the algorithms that extract specialized language from textual data (legal documents) and whose outcome is a knowledge database including Dutch/French equivalents for legal concepts, enriched with the phraseology related to the terms under discussion. Finally, Deborah Grbac, Luca Losito, Andrea Sada and Paolo Sirito report on the preliminary results of a pilot project currently ongoing at UCSC Central Library, where they propose to adapt to subject librarians, employed in large and multilingual Academic Institutions, the model used by translators working within European Union Institutions. The authors are using User Experience (UX) Analysis in order to provide subject librarians with a visual support, by means of ���ontology tables��� depicting conceptual linking and connections of words with concepts presented according to their semantic and linguistic meaning. The organizers hope that the selection of papers presented here will be of interest to a broad audience, and will be a starting point for further discussion and cooperation.

Educa����o alimentar infantil: potencialidades de estudantes de educa����o de inf��ncia

Resumo: Na promo����o de comportamentos alimentares saud��veis ao longo da vida. que deve iniciar-se o mais precocemente poss��vel, a educa����o alimentar �� um elemento chave. O jardim-de-inf��ncia �� um espa��o efectivo na implementa����o de projectos de educa����o alimentar, onde os educadores de inf��ncia s��o actores imprescind��veis. Este estudo teve como objectivo desenvolver uma metodologia apropriada para identificar as capacidades de estudantes de educa����o de inf��ncia e avaliar as suas aptid��es no contexto da educa����o alimentar infantil. A popula����o alvo do estudo foram estudantes do 4��ano da licenciatura em educa����o de inf��ncia de institui����es p��blicas e privadas da ��rea metropolitana de Lisboa (n=287). Construiu-se um videograma, integrador dos dom��nios da aprendizagem (cognitivo e afectivo) e dos factores associados aos comportamentos em sa��de (predisponentes, capacitadores e de esfor��o). A constru����o dos question��rios estruturou-se em: conhecimentos-atitudes-comportamentos.Pretendia-se que os estudantes transmitissem a sua opini��o, de acordo com os question��rios.Os estudantes manifestaram conhecimentos, no ��mbito da alimenta����o infantil e da utilidade e aplicabilidade da educa����o alimentar.Nenhum estudante apresentou conhecimentos negativos, numa escala de zero a 18 valores, 86,9% obtiveram uma classifica����o entre 11 e 17 valores e 13,1% a classifica����o m��xima.A atitude dos estudantes revelou-se consensual com o desej��vel, 98,5% apresentaram atitudes positivas face aos aspectos estruturadores das actividades de educa����o alimentar.No dom��nio do "saber fazer" 51,0% dos estudantes demonstraram fragilidades no seu desempenho/comportamento. Em conclus��o, a utiliza����o do question��rio demonstrou ser apropriado para a medi����o dos conhecimentos, das atitudes e como forma de os estudantes, ap��s visionarem o videograma, espelharem o seu desempenho/comportamento face �� representa����o do educador de inf��ncia. A taxa de resposta nunca foi inferior a 98,9% (n=284). No dom��nio dos conhecimentos, os estudantes manifestaram concep����es positivas no campo da alimenta����o infantil e da educa����o alimentar. As atitudes enfatizaram-se no dom��nio afectivo, nos aspectos relacionais e comunicacionais. No dom��nio dos comportamentos, 91,8% dos estudantes apresentaram dificuldades na identifica����o dos aspectos menos correctos do desempenho dos actores do video, o que pode sugerir lacunas no ��mbito do "saber fazer". Abstract:Nutrition education is key element to promote lifelong healthy eating behaviours and it must begin since early stages of life. Nursery schools are an effective space in the implementation of nutrition education projects, where the nursery teachers are indispensable actors. The aim of this study was to develop an appropriate methodology to identify nursery education student��s skills and evaluate their attitudes in the childhood nutrition education's context. The study's population were students of the 4th degree in private and public nursery education universities in Lisbon metropolitan area (n=287). A video integrator of learning domains (cognitive and affective) and of factors associated with health behaviours (predisposing, enabling and reinforcing) was developed. Questionnaire��s construction was structured in: knowledge-attitudes-behaviours.According to the questionnaires students were asked to transmit their opinion. Students revealed knowledge, in the scope of the childhood nutrition and in utility and applicability of nutrition education. No students presented negative results in knowledge ina zero - 18 scale; 86,9% students obtained a classification between 11 and 17 and the maximum classification was obtained by 13.1% students. Student's attitude was according to win the desirable, 98,5% student��s revealed positive attitudes in the nutrition education's structure aspects of chilhood activities.In the domain of the "know to do" 51,0% of students showed fragilities in their performance/behaviour. In conclusion, the questionnaire��s utilization confirm to be appropriated in measurement knowledge and attitudes and also, after watching the video, as a way for students reflect their performance/behaviour face to the nursery teacher��s representation. Answer��s rate was never lower than 98.9% (n=284). In the knowledge's domain students demonstrated positive conceptions in the childhood nutrition and nutrition education's fields. Attitudes were emphasized in the effective domain in the communication and relational aspects. In behaviour's domain 91.8% students presented difficulties in identifying the less correct aspects of the video actor's performance what may suggest gaps in the "know to do" scope.

A forma����o de professores para o ensino da Matem��tica no ensino b��sico a alunos com defici��ncia visual

Resumo: Este estudo surge no ��mbito do Mestrado em Reabilita����o na Especialidade de Defici��ncia Visual ministrado em conjunto pelas Faculdades de Ci��ncias M��dicas e Motricidade Humana. Na disserta����o intitulada Forma����o de Professores para o Ensino da Matem��tica no Ensino B��sico a Alunos com DV foi desenvolvida uma investiga����o, incidindo sobre a tem��tica atr��s referida. Na primeira parte apresenta-se uma revis��o de literatura, onde se exploram v��rios conceitos relevantes como a defici��ncia visual, o curr��culo de matem��tica no Ensino B��sico, as adapta����es curriculares dos alunos com DV, as tecnologias de apoio e a Forma����o dos Professores, entre outros. Na segunda parte apresentam-se as fundamenta����es te��ricas que subjazem �� escolha da metodologia de investiga����o e instrumenta����o bem como a descri����o dos procedimentos de investiga����o. Participaram neste estudo 52 professores de Matem��tica dos tr��s ciclos do ensino b��sico, que tinham alunos cegos ou com baixa vis��o nas suas turmas. Os dados foram recolhidos atrav��s de um question��rio aplicados aos professores. Na terceira parte apresentam-se alguns resultados desta pesquisa. Relativamente �� Forma����o de Professores, sendo N= 52, no que diz respeito �� Defici��ncia Visual, a maioria dos professores (58%) diz n��o ter conhecimento da mesma e 40% dos professores diz ter algum conhecimento sobre a defici��ncia visual. Destes professores, grande parte referiu n��o considerar suficiente a informa����o recebida, pelo que conclu��mos ser pertinente a proposta de cursos versando a forma����o de professores em Defici��ncia Visual. Conclui-se tamb��m que os professores sentem dificuldades com os materiais e equipamentos dispon��veis embora refiram que tivessem tido alguma informa����o sobre os mesmos.----------------------------------------- ABSTRACT: This study is the subject of the Master Course on the Specialty of Visual impaired given by both the Faculties of Ci��ncias M��dicas and Motricidade Humana. In the dissertation, the title of Which is Vocational Training of Teachers for the Mathematies teaching in the Basic Compulsory education to students with Visual impaired inside of the thematic behind referred. In the first part it is presented a literature revision, where some concepts are explored like the visual impaired, the curriculum of mathematics in the Basic Compulsory Education, the curriculum adaptations to the pupils with visual impaired, the technologies of support and the vocational training of the teachers, among others. In the second part we can recognize the theoretical recitals that support the choice of the research methodology and the whole instrumens meedes as well as the description of the research procedures. 52 professors of Mathematics from the three cycles of basic compulsory education participated in this study, they had blind pupils or with low vision in their classes. The data had been collected through a questionnaire applied to the teachers. In the third part, we come to some results of this research. In what concerns the vocational training of the teachers being N= 52, the majority of them (58%) says not to have knowledge of it and 40% of them says that they have some knowledge on the visual impaired. Among, a great part mentioned not having received sufficient information, as we conclude to be pertinent the proposal of courses makina the vocational training of teachers in visual impaired a reality. One also concludes that the teachers have difficulties with the materials and available equipment even though they mention to have had some information about them.

Caracteriza����o das actividades pedag��gicas promotoras do desenvolvimento das compet��ncias visuais que influenciam a inicia����o �� leitura e �� escrita

RESUMO: A presente tese de disserta����o de mestrado visa a contribui����o para o enriquecimento da organiza����o curricular da Educa����o Pr��-Escolar. Baseia-se num estudo de natureza estat��stica descritiva, desenvolvido junto de uma amostra de vinte e tr��s Educadores de Inf��ncia, dos Jardins de Inf��ncia do Concelho de Lourinh��, atrav��s da aplica����o de um question��rio, que procura caracterizar as actividades promotoras de compet��ncias visuais, quanto ao grau de import��ncia e de frequ��ncia, no que constituem os pr�� requisitos para a leitura e a escrita. Os resultados sugerem a necessidade de uma maior sistematiza����o dessas actividades e demonstram que um n��mero significativo de actividades s��o desenvolvidas, neste ��mbito, pelos educadores de inf��ncia, havendo, no entanto, aspectos considerados l��gicos por autores como a Barraga e a Chapman, que n��o s��o geralmente considerados. A ��nfase das conclus��es �� colocada, na necessidade de alargar o leque de actividades promotoras dos pr��-requisitos para a inicia����o �� leitura e escrita e ��s actividades previstas nos Programas Educativos Individuais, para crian��as com baixa vis��o, atrav��s da articula����o com o docente de educa����o especial, de forma a que a sua interven����o especializada envolva todos os aspectos considerados fundamentais no treino de vis��o destas crian��as. ABSTRACT: This master���s degree thesis is based on a descriptive statistical study, conducted with a sample of twenty three preschool Teachers working in public kindergartens in Lourinh��, Portugal. The study was based on the results of a questionnaire aimed at contributing to enrich preschool Curricula. The study was based on the scientific knowledge of the precise classroom activities which contribute to develop visual abilities needed for reading and writing. The activities were characterized according to their importance and frequency. The results suggest that these activities should be more planned and more organised. It showed a significant number of activities which are prepared on a regular basis and considered important but, on the other hand; it also showed a significant number of activities which are prepared occasionally. The emphasis of the conclusions is on the fact that the Curricula should include a larger range of activities that promote visual abilities needed for reading and writing and that Individual Educational Programs for low vision children, which include specific activities for vision training, should be built in team with the classroom teacher. In addition, Special Education Teacher���s program should contemplate all the aspects that the Preschool teachers do not, in order to involve all the important aspects for vision training.

O projeto de literacia da informa����o numa biblioteca da sa��de: o caso da Biblioteca da ESTeSL

Introdu����o ��� Ao aumento exponencial de informa����o, sobretudo a cient��fica, n��o corresponde obrigatoriamente a melhoria de qualidade na pesquisa e no uso da mesma. O conceito de literacia da informa����o ganha pertin��ncia e destaque, na medida em que abarca compet��ncias que permitem reconhecer quando �� necess��ria a informa����o e de atuar de forma eficiente e efetiva na sua obten����o e utiliza����o. A biblioteca acad��mica assume, neste contexto, o papel de parceiro privilegiado, preparando o momento em que o estudante se sente capaz de produzir e registar novo conhecimento atrav��s da escrita. Objectivo ��� A Biblioteca da ESTeSL reestruturou as sess��es desenvolvidas desde o ano lectivo 2002/2003 e deu in��cio a um projecto mais formal denominado ��Saber usar a informa����o de forma eficiente e eficaz��. Objectivos: a) promover a melhoria da qualidade dos trabalhos acad��micos e cient��ficos; b) contribuir para a diminui����o do risco de pl��gio; c) aumentar a confian��a dos estudantes nas suas capacidades de utiliza����o dos recursos de informa����o; d) incentivar uma participa����o mais ativa em sala de aulas; e) colaborar para a integra����o dos conte��dos pedag��gicos e das v��rias fontes de informa����o. M��todo ��� Dinamizaram-se v��rias sess��es de forma����o de curta dura����o, versando diferentes temas associados �� literacia de informa����o, designadamente: 1) Pesquisa de informa����o com sess��es dedicadas �� MEDLINE, RCAAP, SciELO, B-ON e Scopus; 2) Factor de impacto das revistas cient��ficas: Journal Citation Reports e SciMAGO; 3) Como fazer um resumo cient��fico?; 4) Como estruturar o trabalho cient��fico?; 5) Como fazer uma apresenta����o oral?; 6) Como evitar o pl��gio?; 7) Referencia����o bibliogr��fica usando a norma de Vancouver; 8) Utiliza����o de gestores de refer��ncias bibliogr��ficas: ZOTERO (primeira abordagem para os estudantes de 1�� ano de licenciatura) e a gest��o de refer��ncias e rede acad��mica de informa����o com o MENDELEY (direcionado para estudantes finalistas, mestrandos, docentes e investigadores). O projecto foi apresentado �� comunidade acad��mica no site da ESTeSL; cada sess��o foi divulgada individualmente no site e por email. Em 2015, a divulga����o investiu na nova p��gina da Biblioteca (https://estesl.biblio.ipl.pt/), que alojava informa����es e recursos abordados nas forma����es. As inscri����es eram feitas por email, sem custos associados ou limite m��nimo ou m��ximo de sess��es para participar. Resultados ��� Em 2014 registaram-se 87 inscri����es. Constatou-se a presen��a de, pelo menos, um participante em cada sess��o de forma����o. Em 2015, o total de inscri����es foi de 190. Foram reagendadas novas sess��es a pedido dos estudantes cujos hor��rios n��o eram compat��veis com os inicialmente agendados. Foram ent��o organizados dois dias de forma����o seguida (cerca de 4h em cada dia) com conte��dos selecionados pelos estudantes. Registou-se, nestas sess��es, a presen��a contante de cerca de 30 estudantes em sala. No total, as sess��es da literacia da informa����o contaram com estudantes de licenciatura de todos os anos, estudantes de mestrado, docentes e investigadores (internos e externos �� ESTeSL). Conclus��es ��� Constata-se a necessidade de introdu����o de novos conte��dos no projeto de literacia da informa����o. O tempo, os conte��dos e o interesse demonstrado por aqueles que dele usufru��ram evidenciam que este �� um projeto que est�� a ganhar o seu espa��o na comunidade da ESTeSL e que a literacia da informa����o contribui de forma efetiva para a constru����o e para a produ����o de conhecimento no meio acad��mico.

A sa��de fora de portas: o projeto de literacia da informa����o da ESTeSL

Introdu����o ��� A pesquisa de informa����o realizada pelos estudantes de ensino superior em recursos eletr��nicos n��o corresponde necessariamente ao dom��nio de compet��ncias de pesquisa, an��lise, avalia����o, sele����o e bom uso da informa����o recuperada. O conceito de literacia da informa����o ganha pertin��ncia e destaque, na medida em que abarca compet��ncias que permitem reconhecer quando �� necess��ria a informa����o e de atuar de forma eficiente e efetiva na sua obten����o e utiliza����o. Objetivo ��� A meta da Escola Superior de Tecnologia da Sa��de de Lisboa (ESTeSL) foi a forma����o em compet��ncias de literacia da informa����o, fora da ESTeSL, de estudantes, professores e investigadores. M��todos ��� A forma����o foi integrada em projetos nacionais e internacionais, dependendo dos p��blicos-alvo, das tem��ticas, dos conte��dos, da carga hor��ria e da solicita����o da institui����o parceira. A Funda����o Calouste Gulbenkian foi o promotor financeiro privilegiado. Resultados ��� Decorreram v��rias interven����es em territ��rio nacional e internacional. Em 2010, em Angola, no Instituto M��dio de Sa��de do Bengo, forma����o de 10 bibliotec��rios sobre a constru����o e a gest��o de uma biblioteca de sa��de e introdu����o �� literacia da informa����o (35h). Em 2014, decorrente do ERASMUS Intensive Programme, o OPTIMAX (Radiation Dose and Image Quality Optimisation in Medical Imaging) para 40 professores e estudantes de radiologia (oriundos de Portugal, Reino Unido, Noruega, Pa��ses Baixos e Su����a) sobre metodologia e pesquisa de informa����o na MEDLINE e na Web of Science e sobre o Mendeley, enquanto gestor de refer��ncias (4h). Os trabalhos finais deste curso foram publicados em formato de ebook (http://usir.salford.ac.uk/34439/1/Final%20complete%20version.pdf), cuja revis��o editorial foi da responsabilidade dos bibliotec��rios. Ao longo de 2014, na Escola Superior de Educa����o, Escola Superior de Dan��a, Instituto Polit��cnico de Set��bal e Faculdade de Medicina de Lisboa e, ao longo de 2015, na Universidade Aberta, Escola Superior de Comunica����o Social, Instituto Egas Moniz, Faculdade de Letras de Lisboa e Centro de Lingu��stica da Universidade de Lisboa foram desenhados conte��dos sobre o uso do ZOTERO e do Mendeley para a gest��o de refer��ncias bibliogr��ficas e sobre uma nova forma de fazer investiga����o. Cada uma destas sess��es (2,5h) envolveu cerca de 25 estudantes finalistas, mestrandos e professores. Em 2015, em Mo��ambique, no Instituto Superior de Ci��ncias da Sa��de, decorreu a forma����o de 5 bibliotec��rios e 46 estudantes e professores (70h). Os conte��dos ministrados foram: 1) gest��o e organiza����o de uma biblioteca de sa��de (para bibliotec��rios); 2) literacia da informa����o: pesquisa de informa����o na MEDLINE, SciELO e RCAAP, gestores de refer��ncias e como evitar o pl��gio (para bibliotec��rios e estudantes finalistas de radiologia). A carga hor��ria destinada aos estudantes incluiu a tutoria das monografias de licenciatura, em colabora����o com mais duas professoras do projeto. Para 2016 est�� agendada forma����o noutras institui����es de ensino superior nacionais. Perspetiva-se, ainda, forma����o similar em Timor-Leste, cujos conte��dos, datas e carga hor��ria est��o por agendar. Conclus��es ��� Destas iniciativas beneficia a institui����o (pela visibilidade), os bibliotec��rios (pelo evidenciar de compet��ncias) e os estudantes, professores e investigadores (pelo ganho de novas compet��ncias e pela autonomia adquirida). O projeto de literacia da informa����o da ESTeSL tem contribu��do de forma efetiva para a constru����o e para a produ����o de conhecimento no meio acad��mico, nacional e internacional, sendo a biblioteca o parceiro privilegiado nesta cultura de colabora����o.

Knowledge management systems and intellectual capital measurement in portuguese organizations: a case study

This paper presents the results of an exploratory study on knowledge management in Portuguese organizations. The study was based on a survey sent to one hundred of the main Portuguese organizations, in order to know their current practices relating knowledge management systems (KMS) usage and intellectual capital (IC) measurement. With this study, we attempted to understand what are the main tools used to support KM processes and activities in the organizations, and what metrics are pointed by organizations to measure their knowledge assets.

Virtual Communities of Practice: Design and Development of Support Platforms and Participation Fostering

Mestrado em Engenharia Inform��tica - ��rea de Especializa����o em Sistemas Gr��ficos e Multim��dia

A teaching-learning sequence of colour informed by history and philosophy of science

In this work, we present a teaching-learning sequence on colour intended to a pre-service elementary teacher programme informed by History and Philosophy of Science. Working in a socio-constructivist framework, we made an excursion on the history of colour. Our excursion through history of colour, as well as the reported misconception on colour helps us to inform the constructions of the teaching-learning sequence. We apply a questionnaire both before and after each of the two cycles of action-research in order to assess students��� knowledge evolution on colour and to evaluate our teaching-learning sequence. Finally, we present a discussion on the persistence of deep-rooted alternative conceptions.

Utiliza����o das ferramentas da web 2.0 em contexto educativo nas escolas do 2�� e 3�� ciclos

Disserta����o apresentada �� Escola Superior de Comunica����o Social como parte dos requisitos para obten����o de grau de mestre em Audiovisual e Multim��dia.

A didactic sequence of elementary geometric optics Informed by history and philosophy of science

The concepts and instruments required for the teaching and learning of geometric optics are introduced in the didactic processwithout a proper didactic transposition. This claim is secured by the ample evidence of both wide- and deep-rooted alternative concepts on the topic. Didactic transposition is a theory that comes from a reflection on the teaching and learning process in mathematics but has been used in other disciplinary fields. It will be used in this work in order to clear up the main obstacles in the teachinglearning process of geometric optics. We proceed to argue that since Newton���s approach to optics, in his Book I of Opticks, is independent of the corpuscular or undulatory nature of light, it is the most suitable for a constructivist learning environment. However, Newton���s theory must be subject to a proper didactic transposition to help overcome the referred alternative concepts. Then is described our didactic transposition in order to create knowledge to be taught using a dialogical process between students��� previous knowledge, history of optics and the desired outcomes on geometrical optics in an elementary pre-service teacher training course. Finally, we use the scheme-facet structure of knowledge both to analyse and discuss our results as well as to illuminate shortcomings that must be addressed in our next stage of the inquiry.

Georeferencing Road Accidents with Google Earth: Transforming Information into Knowledge for Decision Support

Over the last fifty years mobility practices have changed dramatically, improving the way travel takes place, the time it takes but also on matters like road safety and prevention. High mortality caused by high accident levels has reached untenable levels. But the research into road mortality stayed limited to comparative statistical exercises which go no further than defining accident types. In terms of sharing information and mapping accidents, little progress has been mad, aside from the normal publication of figures, either through simplistic tables or web pages. With considerable technological advances on geographical information technologies, research and development stayed rather static with only a few good examples on dynamic mapping. The use of Global Positioning System (GPS) devices as normal equipments on automobile industry resulted in a more dynamic mobility patterns but also with higher degrees of uncertainty on road traffic. This paper describes a road accident georeferencing project for the Lisbon District involving fatalities and serious injuries during 2007. In the initial phase, individual information summaries were compiled giving information on accidents and its majour characteristics, collected by the security forces: the Public Safety Police Force (Pol��cia de Seguran��a P��blica - PSP) and the National Guard (Guarda Nacional Republicana - GNR). The Google Earth platform was used to georeference the information in order to inform the public and the authorities of the accident locations, the nature of the location, and the causes and consequences of the accidents. This paper also gives future insights about augmented reality technologies, considered crucial to advances to road safety and prevention studies. At the end, this exercise could be considered a success because of numerous consequences, as for stakeholders who decide what to do but also for the public awareness to the problem of road mortality.

Mobile learning: recetividade e predisposi����o do ensino superior para a sua utiliza����o

A evolu����o dos dispositivos m��veis e a mudan��a de paradigma educacional, permitiu o surgimento de um novo conceito no processo de ensino e aprendizagem, o mobile learning. O mobile learning pode ser visto como um conceito multidisciplinar, dependendo da perspetiva de cada autor, pois ainda n��o existe um consenso em rela����o �� defini����o do conceito. No entanto, todos os autores concordam que o mobile learning consiste na aquisi����o de conhecimento ou compet��ncia atrav��s do uso de tecnologias m��veis, em qualquer lugar e momento. A presente investiga����o, de natureza explorat��ria, pretendeu estudar a receptividade e predisposi����o dos estudantes e docentes do ensino superior para com a utiliza����o do mobile learning, uma vez que o ensino superior parece ser o ambiente ideal para a realiza����o deste estudo. Por um lado, devido �� democratiza����o dos dispositivos m��veis, por outro, porque o Instituto Polit��cnico do Porto pretende vir a implementar um projeto de mobile learning, enquadrado no e- IPP. Deste modo, para a concretiza����o desta investiga����o, foi realizada uma revis��o bibliogr��fica exaustiva que serviu de base de sustenta����o para todo o trabalho, complementada com um question��rio, de forma a dar resposta ��s quest��es de investiga����o. Depois de recolhidos todos os resultados obtidos atrav��s do question��rio, procedeu-se �� an��lise e discuss��o mesmos, bem como ��s respectivas conclus��es.

Behind video lectures in a MOOC

The year 2012 was the ���boom year��� in MOOC and all its outstanding growth until now, made us move forward in designing the first MOOC in our Institution (and the third in our country, Portugal). Most MOOC are video lectured based and the learning analytic process to these ones is just taking its first steps. Designing a video-lecture seems, at a first glance, very easy: one can just record a live lesson or lecture and turn it, directly, into a video-lecture (even here one may experience some ���sound��� and ���camera��� problems); but developing some engaging, appealing video-lecture, that motivates students to embrace knowledge and that really contributes to the teaching/learning process, it is not an easy task. Therefore questions like: ���What kind of information can induce knowledge construction, in a video-lecture?���, ���How can a professor interact in a video-lecture when he is not really there?���, ���What are the video-lectures attributes that contribute the most to viewer���s engagement?���, ���What seems to be the maximum ���time-resistance��� of a viewer?���, and many others, raised in our minds when designing video-lectures to a Mathematics MOOC from the scratch. We believe this technological resource can be a powerful tool to enhance students' learning process. Students that were born in digital/image era, respond and react slightly different to outside stimulus, than their teachers/professors ever did or do. In this article we will describe just how we have tried to overcome some of the difficulties and challenges we tackled when producing our own video-math-lectures and in what way, we feel, videos can contribute to the teaching and learning process at higher education level.

Defining Electricity Tariffs Using the Knowledge About the Consumers Profiles in ELECON Project

The increasing importance of the integration of distributed generation and demand response in the power systems operation and planning, namely at lower voltage levels of distribution networks and in the competitive environment of electricity markets, leads us to the concept of smart grids. In both traditional and smart grid operation, non-technical losses are a great economic concern, which can be addressed. In this context, the ELECON project addresses the use of demand response contributions to the identification of non-technical losses. The present paper proposes a methodology to be used by Virtual Power Players (VPPs), which are entities able to aggregate distributed small-size resources, aiming to define the best electricity tariffs for several, clusters of consumers. A case study based on real consumption data demonstrates the application of the proposed methodology.