Utilization of remote experimentation in mobile devices for education

In this paper the authors intend to demonstrate the utilization of remote experimentation (RE) using mobile computational devices in the Science areas of the elementary school, with the purpose to develop practices that will help in the assimilation process of the subjects taught in classroom seeking to interlink them with the daily students? activities. Allying mobility with RE we intend to minimize the space-temporal barrier giving more availability and speed in the information access. The implemented architecture utilizes technologies and freely distributed softwares with open code resources besides remote experiments developed in the Laboratory of Remote Experimentation (RExLab) of Federal University of Santa Catarina (UFSC), in Brazil, through the physical computation platform of the ?open hardware of construction of our own. The utilization of open code computational tools and the integration of hardware to the 3D virtual worlds, accessible through mobile devices, give to the project an innovative face with a high potential for reproducibility and reusability.

WebLabs in education

Remote Labs are an emergent educational resource in Engineering, which addresses the remote delivery of practical contents, i. e. remote experiments, through the web. This resource may either be used as a support for e-learning courses in Engineering or Science, in the cases where on-campus lab work is not possible, or as a complement to face-to-face lab classes, allowing the students to repeat a given experiment on a remote fashion, without time restrictions.

Formative assessment and motivation in higher education: a successful approach in mechanical engineer thermodynamics

Between 2000/01 and 2006/07, the approval rate of a Thermodynamics course in a Mechanical Engineer graduation was 25%. However, a careful analysis of the results showed that 41% of the students chosen not to attend or dropped out, missing the final examination. Thus, a continuous assessment methodology was developed, whose purpose was to reduce drop out, motivating students to attend this course, believing that what was observed was due, not to the incapacity to pass, but to the anticipation of the inevitability of failure by the students. If, on one hand, motivation is defined as a broad construct pertaining to the conditions and processes that account for the arousal, direction, magnitude, and maintenance of effort, on the other hand, assessment is one of the most powerful tools to change the will that students have to learn, motivating them to learn in a quicker and permanent way. Some of the practices that were implemented, included: promoting learning goal orientation rather than performance goal orientation; cultivating intrinsic interest in the subject and put less emphasis on grades but make grading criteria explicit; emphasizing teaching approaches that encourage collaboration among students and cater for a range of teaching styles; explaining the reasons for, and the implications of, tests; providing feedback to students about their performance in a form that is non-egoinvolving and non-judgemental and helping students to interpret it; broadening the range of information used in assessing the attainment of individual students. The continuous assessment methodology developed was applied in 2007/08 and 2008/09, having found an increase in the approval from 25% to 55% (30%), accompanied by a decrease of the drop out from 41% to 23,5% (17,5%). Flunking with a numerical grade lowered from 34,4% to 22,0% (12,4%). The perception by the students of the continuous assessment relevance was evaluated with a questionnaire. 70% of the students that failed the course respond that, nevertheless, didn’t repent having done the continuous assessment.

Adapting remote labs to learning scenarios: case studies using VISIR and RemotElectLab

Remote laboratories are an emergent technological and pedagogical tool at all education levels, and their widespread use is an important part of their own improvement and evolution. This paper describes several issues encountered on laboratorial classes, on higher education courses, when using remote laboratories based on PXI systems, either using the VISIR system or an alternate in-house solution. Three main issues are presented and explained, all reported by teachers, that gave support to students' use of remote laboratories. The first issue deals with the need to allow students to select the actual place where an ammeter is to be inserted on electric circuits, even incorrectly, therefore emulating real-world difficulties. The second one deals with problems with timing when several measurements are required at short intervals, as in the discharge cycle of a capacitor. In addition, the last issue deals with the use of a multimeter in dc mode when reading ac values, a use that collides with the lab settings. All scenarios are presented and discussed, including the solution found for each case. The conclusion derived from the described work is that the remote laboratories area is an expanding field, where practical use leads to improvement and evolution of the available solutions, requiring a strict cooperation and information-sharing between all actors, i.e., developers, teachers, and students.

Reshaping higher education systems in the MENA region: the contribution of remote and virtual labs

Learning is not only happening in school or university; it is also an important aspect of the daily life that allows students to remain in their biological and physical environment helping to reshape it, by applying what they have learnt. Today, the higher education sector is a part of important strategies used by countries in order to foster their development. Despite its geographical location, i.e. its closeness to Europe and Asia, the MENA (Middle East and North Africa) region still needs an integrated strategy for the advancement, reform, and update of its higher educational landscape. Although some solutions have been experimented in the region in the field of higher education, they have not been able to raise the quality of education to the level comparable that observed in developed countries. In other words, many MENA higher education systems are facing problems, for which solution ought to be sought. We analyse the situation of higher education systems in the MENA countries and the factors that affect the delay in achieving the level of education existing in other world regions, e.g. Europe, especially in the higher education sector. During the discussion, the impact of new technology-enhanced tools, such as remote laboratories, in the process of development and consolidation of MENA universities, is particularly stressed.

Using remote labs to serve different teacher's needs a case study with VISIR and RemotElectLab

Remote Laboratories are an emergent technological and pedagogical tool at all education levels, and their widespread use is an important part of their own improvement and evolution. This paper describes several issues encountered on laboratorial classes, on higher education courses, when using remote laboratories based on PXI systems, either using the VISIR system or an alternate in-house solution. Three main issues are presented and explained, all reported by teachers that gave support to students use of remote laboratories. The first issue deals with the need to allow students to select the actual place where an ammeter is to be inserted on electric circuits, even incorrectly, therefore emulating real world difficulties. The second one deals with problems with timing when several measurements are required at short intervals, as in the discharge cycle of a capacitor. And the last issue deals with the use of a multimeter in DC mode when reading AC values, a use that collides with the lab settings. All scenarios are presented and discussed including the solution found for each case. The conclusion derived from the described work is that the remote laboratories area is an expanding field, where practical use leads to improvement and evolution of the available solutions, requiring a strict cooperation and information sharing between all actors, i.e. developers, teachers and students.

Using remote lab networks to provide support to public secondary school education level

The advantages of networking are widely known in many areas (from business to personal ones). One particular area where networks have also proved their benefits is education. Taking the secondary school education level into account, some successful cases can be found in literature. In this paper we describe a particular remote lab network supporting physical experiments accessible to students of institutions geographically separated. The network architecture and application examples of using some of the available remote experiments are illustrated in detail.

Quality indicators in the education of children with profound Intellectual and multiple disabilities

Todas as crianças, independentemente das suas necessidades, deveriam ter acesso a uma educação de qualidade e a serem incluídas nas suas famílias e comunidades. Esta afirmação inclui as crianças mais vulneráveis, em particular as crianças com dificuldades intelectuais e multideficiência. Os resultados da investigação sobre a educação de crianças com dificuldades intelectuais e multideficiência ainda não produziram até ao momento informação suficiente que possa ser usada para desenvolver indicadores de qualidade para a avaliação das práticas e dos serviços. A investigação nesta área é limitada por constrangimentos éticos, dificuldades na determinação de amostras e desafios metodológicos, sendo reduzido o número de estudos capaz de produzir a informação necessária. Este artigo tem como objetivo discutir fatores que contribuam para a qualidade do envolvimento de crianças com dificuldades intelectuais e multideficiência em atividades educativas, com base na experiência das autoras e na informação disponível que tem sido publicada sobre este assunto. Com base nesta discussão é sugerido um conjunto de indicadores que poderão ajudar os profissionais a dirigir as suas observações para a qualidade da oferta educativa e para aspetos significativos dos desempenhos das crianças quando envolvidas em atividades curriculares.

Comparison of internet usage habits in two generations of higher education students: a case study

Posters

Education for health: alcohol and young aged school teenagers

Introduction: Alcohol consumption starts at an early age in Portuguese people. Health problems and risk behavior associated with excessive consumption can be prevented or highly reduced through effective school programs. Health professionals, such as biomedical scientists, (BSc), are important in promoting healthy lifestyles through the transmission of knowledge. Objective: Explore the role of the BSc in promoting health via intervention and clarification actions, (ICA), with 9th grade students from Agrupamento de Escolas da Portela e Moscavide (AEPM) and Visconde Juromenha (AEVJ); Verify the relationship between participating in the ICA and the level of knowledge acquired from it. Methods: Behaviors and beliefs concerning alcohol consumption and knowledge about the repercussions of it in the human body, mainly regarding the liver, were assessed by questionnaire. The questionnaire was completed before and after the ICA, by the control group (CG) and the study group (SG), respectively. The answers concerning knowledge were given points, later converted to a score from 0 to 100%. Data was analyzed applying descriptive statistics and the t-student test using SPSS 20.0. Results: After statistical analysis, it was found an average score of 48.8% for SG and 46.2% for CG. The difference between groups was statistically significant only in AEPM where ICA included a practical methodology (microscopic and macroscopic observation of pork livers), contrary to AEVJ. Conclusions: BSc intervention through ICA’s improves teenagers’ knowledge. Theoretical knowledge associated with practical approaches improves the retention of information and the development of a conscious behavior about the consumption of alcohol.

From cheating to teaching: a path for conversion of illegal gambling machines

Video poker machines, a former symbol of fraud and gambling in Brazil, are now being converted into computer-based educational tools for Brazilian public primary schools and also for governmental and non-governmental institutions dealing with communities of poverty and social exclusion, in an attempt to reduce poverty risks (decrease money spent on gambling) and promote social inclusion (increase access and motivation to education). Thousands of illegal gambling machines are seized by federal authorities, in Brazil, every year, and usually destroyed at the end of the criminal apprehension process. This paper describes a project developed by the University of Southern Santa Catarina, Brazil, responsible for the conversion process of gambling machines, and the social inclusion opportunities derived from it. All project members worked on a volunteer basis, seeking to promote social inclusion of Brazilian young boys and girls, namely through digital inclusion. So far, the project has been able to convert over 200 gambling machines and install them in over 40 public primary schools, thus directly benefiting more than 12,000 schoolchildren. The initial motivation behind this project was technology based, however the different options arising from the conversion process of the gambling machines have also motivated a rather innovative and unique experience in allowing schoolchildren and young people with special (educational) needs to access to computer-based pedagogical applications. The availability of these converted machines also helps to place Information and Communication Technologies (ICT) in the very daily educational environment of these children and youngsters, thus serving social and cultural inclusion aspects, by establishing a dialogue with the community and their technological expectations, and also directly contributing to their digital literacy.

Geography of the Information Society

All every day activities take place in space. And it is upon this that all information and knowledge revolve. The latter are the key elements in the organisation of territories. Their creation, use and distribution should therefore occur in a balanced way throughout the whole territory in order to allow all individuals to participate in an egalitarian society, in which the flow of knowledge can take precedence over the flow of interests. The information society depends, to a large extent, on the technological capacity to disseminate information and, consequently, the knowledge throughout territory, thereby creating conditions which allow a more balanced development, from the both the social and economic points of view thus avoiding the existence of info-exclusion territories. Internet should therefore be considered more than a mere technology, given that its importance goes well beyond the frontiers of culture and society. It is already a part of daily life and of the new forms of thinking and transmitting information, thus making it a basic necessity essential, for a full socio-economic development. Its role as a platform of creation and distribution of content is regarded as an indispensable element for education in today’s society, since it makes information a much more easily acquired benefit.”…in the same way that the new technologies of generation and distribution of energy allowed factories and large companies to establish themselves as the organisational bases of industrial society, so the internet today constitutes the technological base of the organisational form that characterises the Information Era: the network” (CASTELLS, 2004:15). The changes taking place today in regional and urban structures are increasingly more evident due to a combination of factors such as faster means of transport, more efficient telecommunications and other cheaper and more advanced technologies of information and knowledge. Although their impact on society is obvious, society itself also has a strong influence on the evolution of these technologies. And although physical distance has lost much of the responsibility it had towards explaining particular phenomena of the economy and of society, other aspects such as telecommunications, new forms of mobility, the networks of innovation, the internet, cyberspace, etc., have become more important, and are the subject of study and profound analysis. The science of geographical information, allows, in a much more rigorous way, the analysis of problems thus integrating in a much more balanced way, the concepts of place, of space and of time. Among the traditional disciplines that have already found their place in this process of research and analysis, we can give special attention to a geography of new spaces, which, while not being a geography of ‘innovation’, nor of the ‘Internet’, nor even ‘virtual’, which can be defined as one of the ‘Information Society’, encompassing not only the technological aspects but also including a socio-economic approach. According to the last European statistical data, Portugal shows a deficit in terms of information and knowledge dissemination among its European partners. Some of the causes are very well identified - low levels of scholarship, weak investments on innovation and R&D (both private and public sector) - but others seem to be hidden behind socio-economical and technological factors. So, the justification of Portugal as the case study appeared naturally, on a difficult quest to find the major causes to territorial asymmetries. The substantial amount of data needed for this work was very difficult to obtain and for the islands of Madeira and Azores was insufficient, so only Continental Portugal was considered for this study. In an effort to understand the various aspects of the Geography of the Information Society and bearing in mind the increasing generalised use of information technologies together with the range of technologies available for the dissemination of information, it is important to: (i) Reflect on the geography of the new socio-technological spaces. (ii) Evaluate the potential for the dissemination of information and knowledge through the selection of variables that allow us to determine the dynamic of a given territory or region; (iii) Define a Geography of the Information Society in Continental Portugal.

Tech-based Innovations in pedagogical practices: the case of ISCAP

TICEduca. III Congresso Internacional TIC e Educação. 14 a 16 Novembro, Lisboa

LSP communication in a digital age: the outcomes of teaching and learning in tertiary education

This paper discusses the changes brought by the communication revolution in teaching and learning in the scope of LSP. Its aim is to provide an insight on how teaching which was bi-dimensional, turned into a multidimensional system, gathering other complementary resources that have transformed, in a incredibly short time, the ways we receive share and store information, for instance as professionals, and keep in touch with our peers. The increasing rise of electronic publications, the incredible boom of social and professional networks, search engines, blogs, list servs, forums, e-mail blasts, Facebook pages, YouTube contents, Tweets and Apps, have twisted the way information is conveyed. Classes ceased to be predictable and have been empowered by digital platforms, innumerous and different data repositories (TILDE, IATE, LINGUEE, and so many other terminological data banks) that have definitely transformed the academic world in general and tertiary education in particular. There is a bulk of information to be digested by students, who are no longer passive but instead responsible and active for their academic outcomes. The question is whether they possess the tools to select only what is accurate and important for a certain subject or assignment, due to that overflow? Due to the reduction of the number of course years in most degrees, after the implementation of Bologna and the shrinking of the curricula contents, have students the possibility of developing critical thinking? Both teaching and learning rely on digital resources to improve the speed of the spreading of knowledge. But have those changes been effective to promote really communication? Furthermore, with the increasing Apps that have already been developed and will continue to appear for learning foreign languages, for translation among others, will the students feel the need of learning them once they have those Apps. These are some the questions we would like to discuss in our paper.