Math without stress: an open online learning project

MOOC (as an acronym for Massive Open Online Courses) are a quite new model for the delivery of online learning to students. As ���Massive��� and ���Online���, these courses are proposed to be accessible to many more learners than would be possible through conventional teaching. As ���Open��� they are (frequently) free of charge and participation is not limited by the geographical situation of the learners, creating new learning opportunities in Higher Education Institutions (HEI). In this paper we describe a recently started project ���Matem��tica 100 STRESS��� (Math Without STRESS) integrated in the e-IPP project | e-Learning Unit of Porto���s Polytechnic Institute (IPP) which has created its own MOOC platform and launched its first course ��� Probabilities and Combinatorics ��� in early June/2014. In this MOOC development were involved several lecturers from four of the seven IPP schools.

Multi-Agent Based Smart Grid Management and Simulation: Situation Awareness and Learning in a Test Bed with Simulated and Real Installations and Players

The rising usage of distributed energy resources has been creating several problems in power systems operation. Virtual Power Players arise as a solution for the management of such resources. Additionally, approaching the main network as a series of subsystems gives birth to the concepts of smart grid and micro grid. Simulation, particularly based on multi-agent technology is suitable to model all these new and evolving concepts. MASGriP (Multi-Agent Smart Grid simulation Platform) is a system that was developed to allow deep studies of the mentioned concepts. This paper focuses on a laboratorial test bed which represents a house managed by a MASGriP player. This player is able to control a real installation, responding to requests sent by the system operators and reacting to observed events depending on the context.

Adaptive Learning in Games: Defining Profiles of Competitor Players

Artificial Intelligence has been applied to dynamic games for many years. The ultimate goal is creating responses in virtual entities that display human-like reasoning in the definition of their behaviors. However, virtual entities that can be mistaken for real persons are yet very far from being fully achieved. This paper presents an adaptive learning based methodology for the definition of players��� profiles, with the purpose of supporting decisions of virtual entities. The proposed methodology is based on reinforcement learning algorithms, which are responsible for choosing, along the time, with the gathering of experience, the most appropriate from a set of different learning approaches. These learning approaches have very distinct natures, from mathematical to artificial intelligence and data analysis methodologies, so that the methodology is prepared for very distinct situations. This way it is equipped with a variety of tools that individually can be useful for each encountered situation. The proposed methodology is tested firstly on two simpler computer versus human player games: the rock-paper-scissors game, and a penalty-shootout simulation. Finally, the methodology is applied to the definition of action profiles of electricity market players; players that compete in a dynamic game-wise environment, in which the main goal is the achievement of the highest possible profits in the market.

Reinforcement Learning Based on the Bayesian Theorem for Electricity Markets Decision Support

This paper presents the applicability of a reinforcement learning algorithm based on the application of the Bayesian theorem of probability. The proposed reinforcement learning algorithm is an advantageous and indispensable tool for ALBidS (Adaptive Learning strategic Bidding System), a multi-agent system that has the purpose of providing decision support to electricity market negotiating players. ALBidS uses a set of different strategies for providing decision support to market players. These strategies are used accordingly to their probability of success for each different context. The approach proposed in this paper uses a Bayesian network for deciding the most probably successful action at each time, depending on past events. The performance of the proposed methodology is tested using electricity market simulations in MASCEM (Multi-Agent Simulator of Competitive Electricity Markets). MASCEM provides the means for simulating a real electricity market environment, based on real data from real electricity market operators.

A Learning Algorithm and System Approach to Address Exceptional Events in Domestic Consumption Management

The integration of the Smart Grid concept into the electric grid brings to the need for an active participation of small and medium players. This active participation can be achieved using decentralized decisions, in which the end consumer can manage loads regarding the Smart Grid needs. The management of loads must handle the users��� preferences, wills and needs. However, the users��� preferences, wills and needs can suffer changes when faced with exceptional events. This paper proposes the integration of exceptional events into the SCADA House Intelligent Management (SHIM) system developed by the authors, to handle machine learning issues in the domestic consumption context. An illustrative application and learning case study is provided in this paper.

Projeto Estrutural de um Edif��cio em Bet��o Armado

O presente projeto foi elaborado no ��mbito da disciplina de DIPRE (Disserta����o/ Projeto/ Est��gio) referente ao Mestrado em Engenharia Civil do Ramo de Estruturas, no decorrer do ano letivo de 2012/13. A elabora����o do projeto teve in��cio em Dezembro, uma vez que at�� l�� foi necess��rio escolher orientador, tema e projeto de arquitetura. Inicialmente os avan��os foram reduzidos dado que foi necess��rio aprender a metodologia de uso de um programa de c��lculo de raiz. A escolha do uso do programa TRICALC foi aconselhado pela Engenheira Isabel Teles, conselho esse que foi aceite com todo o gosto. Com o presente trabalho demonstram-se algumas etapas no desenvolvimento de um projeto de estabilidade de um edif��cio com 14 pisos, desde a an��lise de projeto de arquitetura que serviu de base, �� fase final de produ����o de pe��as desenhadas, passando pelo moroso processo de dimensionamento e otimiza����o de elementos estruturais.

The role of lifelong learning (LLL) in the creation of a european knowledge- based society

This chapter appears in Encyclopaedia of Human Resources Information Systems: Challenges in e-HRM edited by Torres-Coronas, T. and Arias-Oliva, M. Copyright 2009, IGI Global, www.igi-global.com. Posted by permission of the publisher. URL:http://www.igi-pub.com/reference/details.asp?id=7737

The development of a knowledge-based society - Challenges for e-learning and adult students in higher education

This chapter appears in Encyclopaedia of Distance Learning 2nd Edition edit by Rogers, P.; Berg, Gary; Boettecher, Judith V.; Howard, Caroline; Justice, Lorraine; Schenk, Karen D.. Copyright 2009, IGI Global, www.igi-global.com. Posted by permission of the publisher. URL: http://www.igi-global.com/reference/ details.asp?ID=9703&v=tableOfContents

Exploring distributed computing tools through data mining tasks

Harnessing idle PCs CPU cycles, storage space and other resources of networked computers to collaborative are mainly fixated on for all major grid computing research projects. Most of the university computers labs are occupied with the high puissant desktop PC nowadays. It is plausible to notice that most of the time machines are lying idle or wasting their computing power without utilizing in felicitous ways. However, for intricate quandaries and for analyzing astronomically immense amounts of data, sizably voluminous computational resources are required. For such quandaries, one may run the analysis algorithms in very puissant and expensive computers, which reduces the number of users that can afford such data analysis tasks. Instead of utilizing single expensive machines, distributed computing systems, offers the possibility of utilizing a set of much less expensive machines to do the same task. BOINC and Condor projects have been prosperously utilized for solving authentic scientific research works around the world at a low cost. In this work the main goal is to explore both distributed computing to implement, Condor and BOINC, and utilize their potency to harness the ideal PCs resources for the academic researchers to utilize in their research work. In this thesis, Data mining tasks have been performed in implementation of several machine learning algorithms on the distributed computing environment.

A influ��ncia do modelo pedag��gico em vari��veis psicol��gicas de estudantes do 1�� ano da ESTSP-IPP

Introdu����o ��� A adapta����o ao ensino superior reveste-se de experi��ncias acad��micas que podem constituir fonte de stress para os estudantes. A implementa����o de novos modelos pedag��gicos, no ��mbito do processo de Bolonha, introduz novas vari��veis cujo impacto, designadamente em termos de sa��de, importa conhecer. Este estudo tem como objetivo analisar as associa����es entre modelo pedag��gico (Problem Based Learning ��� PBL vs. modelos pr��ximos do tradicional) e vari��veis psicol��gicas (coping, desregula����o emocional, sintomas psicossom��ticos, perce����o de stress e afeto). Metodologia ��� O estudo tem um design transversal. Foram usados os seguintes question��rios online: Brief-COPE, Escala de Dificuldades de Regula����o Emocional, Question��rio de Manifesta����es F��sicas de Mal-Estar, Escala de Stress Percebido e Escala de Afeto Positivo e Negativo. A amostra �� constitu��da por 183 estudantes do primeiro ano (84% do g��nero feminino) de cursos da Escola Superior de Tecnologia da Sa��de do Porto ��� Instituto Polit��cnico do Porto (ESTSP-IPP). Resultados ��� Foram encontradas correla����es significativas entre as vari��veis demogr��ficas e psicol��gicas. Considerando diferentes modelos pedag��gicos, foram encontradas diferen��as significativas nas vari��veis psicol��gicas. Os principais preditores de stress na amostra foram: ser mulher, frequentar uma licenciatura no modelo PBL, ter maiores ��ndices de desregula����o emocional, apresentar mais sintomas psicossom��ticos, menos afeto positivo e mais afeto negativo. Conclus��o ��� As diferen��as encontradas entre modelos pedag��gicos s��o discutidas, possibilitando a reflex��o sobre as implica����es pr��ticas e sugest��es para futuras investiga����es.

CDIO and the European Project Semester: a match for capstone projects?

The CDIO Initiative is an open innovative educational framework for engineering graduation degrees set in the context of Conceiving ��� Designing ��� Implementing ��� Operating real-world systems and products, which is embraced by a network of worldwide universities, the CDIO collaborators. A CDIO compliant engineering degree programme typically includes a capstone module on the final semester. Its purpose is to expose students to problems of a greater dimension and complexity than those faced throughout the degree programme as well as to put them in contact with the so-called real world, in opposition to the academic world. However, even in the CDIO context, there are barriers that separate engineering capstone students from the real world context of an engineering professional: (i) limited interaction with experts from diverse scientific areas; (ii) reduced cultural and scientific diversity within the teams; and (iii) lack of a project supportive framework to foster the complementary technical and non-technical skills required in an engineering professional. To address these shortcomings, we propose the adoption of the European Project Semester (EPS) framework, a one semester student centred international capstone programme offered by a group of European engineering schools (the EPS Providers) as part of their student exchange programme portfolio. The EPS package is organised around a central module ��� the EPS project ��� and a set of complementary supportive modules. Project proposals refer to open multidisciplinary real world problems and supervision becomes coaching. The students are organised in teams, grouping individuals from diverse academic backgrounds and nationalities, and each team is fully responsible for conducting its project. EPS complies with the CDIO directives on Design-Implement experiences and provides an integrated framework for undertaking capstone projects, which is focussed on multicultural and multidisciplinary teamwork, problem-solving, communication, creativity, leadership, entrepreneurship, ethical reasoning and global contextual analysis. As a result, we recommend the adoption of the EPS within CDIO capstone modules for the benefit of engineering students.

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.