817 resultados para Academic Learning
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Partiendo de la interrelacin existente entre la educacin cultural de las personas y el uso que hacen de sus tiempos cotidianos, en el artculo se pone de manifiesto la relevancia que tiene el ocio en el desarrollo humano. Ms an cuando nos referimos a adolescentes y jvenes que, dada la realidad socio familiar que les ha venido impuesta, ven condicionada la satisfaccin de muchas de las necesidades bsicas que favorecen una vida de y con calidad, en cuyo logro el derecho al ocio adquiere un protagonismo clave. En este sentido, se presentarn parte de los resultados de un proyecto de investigacin, cuyo objetivo principal resida en conocer e interpretar cmo inciden los tiempos escolares en los procesos de socializacin adolescente y juvenil, as como en los modos de configurar su tiempo libre. Ms en concreto: se analizarn algunos de los datos obtenidos en un cuestionario diseado ad hoc y aplicado a una muestra de 3.306 alumnos/as de entre 12 y 17 aos que cursaban Educacin Secundaria Obligatoria (ESO) en centros educativos de la geografa espaola en el curso acadmico 2010-2011. Conocer la utilizacin que hace este colectivo de sus tiempos, tiene para nosotros en este artculo una doble finalidad: reflexionar en qu medida las actividades que realizan favorecen la adquisicin de aprendizajes de carcter cultural; indagar si existe alguna relacin significativa entre la edad, el contexto familiar y las actividades que llevan a cabo.
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O presente Relatrio de estgio enquadra-se no mbito da disciplina de Dissertao / Projeto / Estgio, do Curso de Mestrado em Engenharia Civil, do Instituto Superior de Engenharia do Porto subordinado ao tema Gesto de Obras: Aplicao prtica em ambiente empresarial. O estgio foi realizado na empresa NEGRO S.A., empresa que atua no mercado Francs, no sector da construo civil no mbito de obras pblicas e privadas. Foi com grande satisfao que o estagirio abraou esta oportunidade de poder realizar um estgio neste setor da engenharia civil, integrando uma equipa de trabalho com uma ampla experincia no mercado. Foi igualmente gratificante poder aplicar os conhecimentos adquiridos ao longo do curso e enriquecedor adquirir novas competncias, atravs da resoluo das dificuldades ocorridas no dia-a-dia durante o estgio. Considera-se assim esta experiencia como uma mais-valia para ingressar com xito na futura vida profissional. Este documento descreve essencialmente as tarefas realizadas ao longo do estgio. Estas tarefas foram executadas recorrendo aos conhecimentos adquiridos durante a formao acadmica, nomeadamente no que se refere a planeamento, qualidade, gesto de obra e segurana e sade no trabalho e com finalidade de alcanar os seguintes objetivos: - Proporcionar a integrao do aluno no ambiente empresarial, realizando as atividades planeadas; - Propiciar a aplicao dos conhecimentos e competncias adquiridas ao longo do curso, utilizando os casos reais durante o estgio; - Resolver problemas concretos de engenharia civil em meio profissional e empresarial; - Proceder a recolha de informao com vista a resoluo dos problemas que surgem ao longo do estgio; - Analisar as situaes que surgem durante a realizao do estgio, estabelecendo concluses; - Desenvolver metodologias aplicveis no contexto do estgio; - Recolher dados e interpretar os mesmos no contexto do estgio; - Estabelecer concluses sobre as experincias vividas durante o estgio; - Analisar o impacto do trabalho realizado na instituio de acolhimento.
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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
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Dissertao para obteno do Grau de Mestre em Engenharia Informtica
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Dissertao para obteno do Grau de Mestre em Engenharia e Gesto Industrial
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ISCAPs Information Systems Department is composed of about twenty teachers who have, for several years, been using an e-learning environment (Moodle) combined with traditional assessment. A new e-assessment strategy was implemented recently in order to evaluate a practical topic, the use of spreadsheets to solve management problems. This topic is common to several courses of different undergraduate degree programs. Being e-assessment an outstanding task regarding theoretical topics, it becomes even more challenging when the topics under evaluation are practical. In order to understand the implications of this new type of assessment from the viewpoint of the students, questionnaires and interviews were undertaken. In this paper the analysis of the questionnaires are presented and discussed.
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This paper proposes the development of biologically inspired robots as the capstone project of the European Project Semester (EPS) framework. EPS is a one semester student centred international programme offered by a group of European engineering schools (EPS Providers) as part of their student exchange programme portfolio. EPS is organized around a central module (the EPS project) and a set of complementary supportive modules. Project proposals refer to open multidisciplinary real world problems. 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 socalled real world, in opposition to the academic world. Students are organized in teams, grouping individuals from diverse academic backgrounds and nationalities, and each team is fully responsible for conducting its project. EPS provides an integrated framework for undertaking capstone projects, which is focused on multicultural and multidisciplinary teamwork, communication, problem-solving, creativity, leadership, entrepreneurship, ethical reasoning and global contextual analysis. The design and development of biologically inspired robots allows the students to fulfil the previously described requirements and objectives and, as a result, we recommend the adoption of these projects within the EPS project capstone module for the benefit of engineering students.
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TICAI 2008 o terceiro volume de uma srie que recolhe as contribuies mais significativas dos melhores congressos de lngua espanhola e Portuguesa no mbito da Sociedade de Educao do IEEE. Este volume corresponde aos eventos realizados no ano de 2008, promovido pelos Captulos Portugus e Espanhol desta Sociedade. Como os volumes anteriores, o mbito centra-se na investigao e aplicaes da tecnologia na educao e engloba o desenho e investigao de novas ferramentas, materiais e tcnicas que facilitem o ensino/ aprendizagem e aplicaes, mtodos pedaggicos e experincias concretas de uso destas novas tcnicas e ferramentas. Tudo com um enfoque particular no ensino/ aprendizagem das disciplinas prprias do IEEE, fundamentalmente nas reas da Engenharia Electrotcnica, Tecnologia Electrnica, Engenharia de Telecomunicaes e Engenharia Informtica. Assim, os captulos deste livro passaram pelo crivo apertado de duas revises: primeiro do prprio congresso e depois uma segunda seleco de entre os artigos aceites para o congresso. Para esse processo, contamos com membros destacados de cada um dos Comits de Organizao ou de programa dos respectivos congressos.
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Trabalho de Projecto apresentado para cumprimento dos requisitos necessrios obteno do grau de Mestre em Gesto de Sistemas e-Learning
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The aim of this paper is to present the main Portuguese results from a multi-national study on reading format preferences and behaviors from undergraduate students from Polytechnic Institute of Porto (Portugal). For this purpose we apply an adaptation of the Academic Reading Questionnaire previously created by Mizrachi (2014). This survey instrument has 14 Likert-style statements regarding the format influence in the students reading behavior, including aspects such as ability to remember, feelings about access convenience, active engagement with the text by highlighting and annotating, and ability to review and concentrate on the text. The importance of the language and dimension of the text to determine the preference format is also inquired. Students are also asked about the electronic device they use to read digital documents. Finally, some demographic and academic data were gathered. The analysis of the results will be contextualized on a review of the literature concerning youngsters reading format preferences. The format (digital or print) in which a text is displayed and read can impact comprehension, which is an important information literacy skill. This is a quite relevant issue for class readings in academic context because it impacts learning. On the other hand, students preferences on reading formats will influence the use of library services. However, literature is not unanimous on this subject. Woody, Daniel and Baker (2010) concluded that the experience of reading is not the same in electronic or print context and that students prefer print books than e-books. This thesis is reinforced by Ji, Michaels and Waterman (2014) which report that among 101 undergraduates the large majority self-reported to read and learn more when they use printed format despite the fact that they prefer electronically supplied readings instead of those supplied in printed form. On the other side, Rockinson-Szapkiw, et al (2013) conducted a study were they demonstrate that e-textbook is as effective for learning as the traditional textbook and that students who choose e-textbook had significantly higher perceived learning than students who chose to use print textbooks.
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Educational videos differ from other teaching and learning technologies as they allow the benefit of using visual perception. Video lectures are not new to education, however with the use of innovative video technologies they can improve academic outcomes and extend the reach of education. They may offer extraordinary new experiences for higher education institutions (HEI). Through them lecturers can provide information and contents to students, and if used creatively, video lectures can become a powerful technological tool in education, inside and outside classrooms. Inside a classroom it can motivate students and improve topics debate and outside it is a good support for students self- learning. In some cases they can be used to work some subjects standing behind, but needed to support actual courses contents, that students do not remember (or were not even taught), opening an in front to the past door that backs students self-study. The student-educator dynamic is changing. Students are expecting exceptional instruction and educators are expecting students to be more and more well informed about subjects from online viewing.This article explores some of the potential benefits and challenges associated with the use of video lectures in the teaching and learning process at higher education. We will also discuss some thoughts and examples for the use of teaching materials to enhance students learning and try to understand how video can act as powerful and innovative to enlighten teaching and learning (note that unfortunately, sometimes, the opposite is happening).
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Currently the world around us "reboots" every minute and staying at the forefront seems to be a very arduous task. The continuous and speeded progress of society requires, from all the actors, a dynamic and efficient attitude both in terms progress monitoring and moving adaptation. With regard to education, no matter how updated we are in relation to the contents, the didactic strategies and technological resources, we are inevitably compelled to adapt to new paradigms and rethink the traditional teaching methods. It is in this context that the contribution of e-learning platforms arises. Here teachers and students have at their disposal new ways to enhance the teaching and learning process, and these platforms are seen, at the present time, as significant virtual teaching and learning supporting environments. This paper presents a Project and attempts to illustrate the potential that new technologies present as a backing tool in different stages of teaching and learning at different levels and areas of knowledge, particularly in Mathematics. We intend to promote a constructive discussion moment, exposing our actual perception - that the use of the Learning Management System Moodle, by Higher Education teachers, as supplementary teaching-learning environment for virtual classroom sessions can contribute for greater efficiency and effectiveness of teaching practice and to improve student achievement. Regarding the Learning analytics experience we will present a few results obtained with some assessment Learning Analytics tools, where we profoundly felt that the assessment of students performance in online learning environments is a challenging and demanding task.
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Teaching and learning computer programming is as challenging as difficult. Assessing the work of students and providing individualised feedback to all is time-consuming and error prone for teachers and frequently involves a time delay. The existent tools and specifications prove to be insufficient in complex evaluation domains where there is a greater need to practice. At the same time Massive Open Online Courses (MOOC) are appearing revealing a new way of learning, more dynamic and more accessible. However this new paradigm raises serious questions regarding the monitoring of student progress and its timely feedback. This paper provides a conceptual design model for a computer programming learning environment. This environment uses the portal interface design model gathering information from a network of services such as repositories and program evaluators. The design model includes also the integration with learning management systems, a central piece in the MOOC realm, endowing the model with characteristics such as scalability, collaboration and interoperability. This model is not limited to the domain of computer programming and can be adapted to any complex area that requires systematic evaluation with immediate feedback.
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Existing gamication services have features that preclude their use by e-learning tools. Odin is a gamication service that mimics the API of state-of-the-art services without these limitations. This paper describes Odin, its role in an e-learning system architecture requiring gamication, and details its implementation. The validation of Odin involved the creation of a small e-learning game, integrated in a Learning Management System (LMS) using the Learning Tools Interoperability (LTI) specication.
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Relatrio de Estgio apresentado para cumprimento dos requisitos necessrios obteno do grau de Mestre em Ensino de Ingls e de Lngua Estrangeira (Francs) no 3. Ciclo do Ensino Bsico e no Ensino Secundrio
