O e-learning na manutenção industrial uma proposta de e-learning aplicada à manutenção produtiva total

Dissertação para obtenção do Grau de Mestre em Engenharia e Gestão Industrial

O lugar da Hispanoamérica no processo de ensinoaprendizagem de Espanhol como Língua Estrangeira no Ensino Secundário Português

Tendo em conta um enfoque comunicativo experiencial (Fernández- Corbacho, 2014) e uma pedagogia crítica emancipatória (Jiménez Raya, Lamb & Vieira, 2007), enriquecida por enfoques multissensoriais (Arslan, 2009), é nossa intenção, com este projeto, contribuir para a implementação de práticas que espelhem as variedades linguísticas e culturais da Hispanoamérica (Liceras, 1995; Beave, 2000) na aula de espanhol como língua estrangeira no ensino secundário português. Neste estudo, através duma perspetiva metodológica de índole qualitativa, pretendemos, como ponto de partida, analisar: a) as representações de alunos portugueses sobre o lugar da Hispanoamérica no processo de ensino-aprendizagem de espanhol como língua estrangeira (Altmann & Vences, 2004; Pérez, 2003), através de inquéritos por questionário; e, ainda, b) as abordagens das variedades linguísticas e culturais do espanhol, que surgem nos manuais utilizados no ensino secundário português. Por outro lado, através de um estudo de caso (Benson, Chik, Gao, Huang & Wang, 2009), procurámos evidenciar uma mostra de possíveis boas práticas didático-pedagógicas e materiais, com vista a um trabalho sistemático e próativo com as variedades linguísticas e culturais do espanhol, baseado numa (hiper)pedagogia crítica e encarando a língua enquanto objeto manipulável e potenciador de cidadãos verdadeiramente conscientes do mundo. Para tal, criámos materiais físicos e digitais, que foram posteriormente implementados com alunos do 11º ano de escolaridade, no nível de iniciação de espanhol, num agrupamento de escolas da região de Aveiro. Os resultados mostram que práticas e materiais desta natureza poderão favorecer aprendizagens comunicativas experienciais, quanto à criação de futuros cidadãos críticos e ativos, fomentando o desenvolvimento das suas competências comunicativa plurilingue e pluricultural e duma consciência cultural crítica (Byram, Gribkova & Starkey, 2002) dos alunos, no contexto de ensino-aprendizagem do ensino secundário.

Students’ perceptions about assessment using an e-learning platform

ISCAP’s 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.

Evidence of active herpesvirus 6 (variant-A) infection in patients with lymphadenopathy in Belém, Pará, Brazil

A total of 323 patients with lymphadenopathy were selected in Belém, Brazil, between January 1996 and December 2001, and screened for the presence of human herpesvirus-6 (HHV-6) IgM- and- IgG antibodies by enzyme-linked immunosorbent assay (ELISA). When seroprevalence is analyzed by gender, similar rates are found for female (60.6%) and male (55.7%) individuals. Seventy-seven (23.8%) patients were HHV-6-IgM-and- IgG-positive (IgM+ subgroup), with positivity rates of 29.7% and 17.7% (p = 0.0007) for female- and male individuals, respectively. Sera from a subgroup (n = 120) of these subjects, with high HHV-6 antibody levels (either IgM+ or IgG+ reactivities), were subsequently processed for the presence of HHV-6 DNA by polymerase chain reaction (PCR)/nested PCR. Active infections (IgM+ and/or IgG+ high levels specific antibodies plus detection of viral DNA) were diagnosed in 20/77 (20.0%) and 8/43 (18.6%); subgroup of the 120 individuals suspected of having HHV-6 suggestive recent infection. All (n = 28) cases of active infection were found to be associated with HHV-6 variant-A (HHV-6A), as detectable by PCR/nested PCR, using variant-specific primer that amplify regions of 195 base pairs (bp) (HHV-6A) and 423 bp (HHV-6B). Rates of HHV-6 DNA detection between female and male patients were similar (p > 0.05) in the IgM+ and IgG+ groups: 20.4% versus 35.7% and 25.0% versus 13.0%, respectively. HHV-6 DNA was detected across < 5 through 41-50-year age-groups for patients whose serum samples were IgM+, with rates ranging from 7.7% (female subjects aged < 5 years) to 80.0% (male, 11-20 years). Among patients whose serological status was IgG+, HHV-6 DNA was detected in < 5, 6-10, 21-30 and > 50 age-groups at rates that ranged from 15.4% (male, < 5 years of age) to 100.0% (female aged 11-20 years). Swelling cervical lymph nodes were the most common sign, accounting for 9 (32.0%) cases in each gender group. Among patients (n = 28) with active infection by HHV-6A variant, duration of symptoms lasted 1-5 days in 35.7% of subjects, whereas in 64.3% of them the disease lasted 6-20 days. Our data suggest that it is worth seeking for HHV-6 infection whenever a patient (infant or adult) presents with lymphadenopathy as a prominent symptom in the course of an acute febrile illness.

Portal ACFEL. Actividades Comuns de Formação e Educação e-Learning

Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Gestão de Sistemas e-Learning

A arte de envelhecer dançando: recordar o passado e preparar o futuro no Centro Social da Paróquia de Santa Eulália de Nespereira

Com a realização do trabalho, que agora se apresenta, tem-se como finalidade refletir sobre a maneira como se pode envelhecer dançando. Sustentados na metodologia de projeto, o esforço recaiu numa análise sobre as conexões das necessidades emergentes dos participantes, no que concerne desejos e motivações dos idosos1 (bem como as diferentes implicações subjacentes e latentes), com a possibilidade de as concretizar pela dança. Intentou-se, assim depreender de que forma numa sociedade global, onde o acesso a informações e conhecimentos atualizados é fundamental, a motivação para a aquisição de novas competências, adaptadas a novos desafios e situações, é considerada crucial e possível na idade adulta, e mais concretamente no período de reforma e, particularmente neste caso, na melhoria da ocupação dos tempos livres, desenvolvendo novas competências e estímulos. Tendo em conta os interesses e a implicação dos idosos, direcionou-se o trabalho no sentido de se construir um projeto com e para os idosos, através da metodologia de investigação ação participativa, mostrando como não há idade para aprender nem para ensinar, de forma a potenciar melhorias na qualidade de vida dos participantes, nos tempos livres ocupando-os e implicando-os, suplantando as habituais atividade comummente designadas de “entreter velhinhos”.

Active cycle breathing techniques como técnica de higiene brônquica na asma: estudo piloto

RESUMO: Relevância e Objectivos: O objectivo deste estudo consistiu em verificar a eficácia e segurança de uma técnica de higiene brônquica – Active Cycle breathing technique (ACBT), na remoção de secreções e desinsuflação em crianças asmáticas. É uma técnica recente, que ainda não foi estudada nesta população. Metodologia: A amostra foi constituída por um total de 14 crianças, com idades compreendidas entre os 6 e 18 anos, com o diagnóstico de asma. Foi dividida em dois grupos: grupo de controlo, constituído por asmáticos estáveis e grupo experimental constituído por asmáticos pós-crise. Ambos receberam o mesmo tratamento, que consistiu numa única sessão de ACBT. Realizaram um exame da função respiratória (variáveis FEV1, PEF, MEF75%, RV e FRC) antes e após a aplicação da técnica. Mediu-se a Saturação de O2 antes, a meio e no fim da aplicação da técnica. Por último, pesaram-se as secreções recolhidas durante a sessão de tratamento. Resultados: Como resultados, quando omparamos o antes e após aplicação do ACBT, obtivemos diferenças significativas no RV (p <0,05) e FRC (p <0,05); muito significativa na Sa02 (p <0,01) e peso de secreções, nos asmáticos pós crise. Ocorreu uma melhoria significativa da saturação (p <0,05) em asmáticos estáveis, não havendo secreções. Não houve efeitos adversos nem broncoespasmo em ambos os grupos.Conclusão: O ACBT é uma técnica que promove a remoção de secreções e diminuição da insuflação na população de asmáticos.--------------------ABSTRACT:Relevance and Goals: the goal of this study was to verify the efficiency and security of a bronchial hygienic technique - Active Cycle Breathing Technique (ACBT) – in the obstruction and insufflation of asthmatic children. This is a new technique that has not yet been studied in this population. Procedures: The subjects were 14 children aged between 6 and 18 years old with asthma diagnosis. They were divided in two groups: the control group with stable asthmatics and the experimental group with post-crisis asthmatics. Both received the same treatment that was a single session of ACBT. They made a lung function test before and after the application of the technique (variables FEV1, PEF, MEF75%, RV and FRC). The level of O2 saturation was measured before, during and after the procedure. In the end, the secretions collected during the treatment were weighted. Results: We observed a significant difference on RV (p ˂0,05), FRC (p ˂0,05), Sa02 (p ˂0,01) and in the weight of the secretions in the post-crisis asthmatics after ACBT. There was a significant improvement of saturation (p ˂0,05) only in the stable asthmatics. There were no adverse effects or bronchospasm in both groups.

Analysis of HIV- type 1 protease and reverse transcriptase in Brazilian children failing highly active antiretroviral therapy (HAART)

The aim of this study was to evaluate the genotypic resistance profiles of HIV-1 in children failing highly active antiretroviral therapy (HAART). Forty-one children (median age = 67 months) receiving HAART were submitted to genotypic testing when virological failure was detected. cDNA was extracted from PBMCs and amplified by nested PCR for the reverse transcriptase and protease regions of the pol gene. Drug resistance genotypes were determined from DNA sequencing. According to the genotypic analysis, 12/36 (33.3%) and 6/36 (16.6%) children showed resistance and possible resistance, respectively, to ZDV; 5/36 (14%) and 4/36 (11.1%), respectively, showed resistance and possible resistance to ddI; 4/36 (11.1%) showed resistance to 3TC and D4T; and 3/36 (8.3%) showed resistance to Abacavir. A high percentage (54%) of children exhibited mutations conferring resistance to NNRTI class drugs. Respective rates of resistance and possible resistance to PIs were: RTV (12.2%, 7.3%); APV (2.4%, 12.1%); SQV(0%, 12.1%); IDV (14.6%, 4.9%), NFV (22%, 4.9%), LPV/RTV (2.4%, 12.1%). Overall, 37/41 (90%) children exhibited virus with mutations related to drug resistance, while 9% exhibited resistance to all three antiretroviral drug classes.

Detection of EBV-DNA in serum samples of an immunosuppressed child during a three years follow-up: association of clinical and PCR data with active infection

Twenty-four whole blood and serum samples were drawn from an eight year-old heart transplant child during a 36 months follow-up. EBV serology was positive for VCA-IgM and IgG, and negative for EBNA-IgG at the age of five years old when the child presented with signs and symptoms suggestive of acute infectious mononucleosis. After 14 months, serological parameters were: positive VCA-IgG, EBNA-IgG and negative VCA-IgM. This serological pattern has been maintained since then even during episodes suggestive of EBV reactivation. PCR amplified a specific DNA fragment from the EBV gp220 (detection limit of 100 viral copies). All twenty-four whole blood samples yielded positive results by PCR, while 12 out of 24 serum samples were positive. We aimed at analyzing whether detection of EBV-DNA in serum samples by PCR was associated with overt disease as stated by the need of antiviral treatment and hospitalization. Statistical analysis showed agreement between the two parameters evidenced by the Kappa test (value 0.750; p < 0.001). We concluded that detection of EBV-DNA in serum samples of immunosuppressed patients might be used as a laboratory marker of active EBV disease when a Real-Time PCR or another quantitative method is not available.

Students’ reading behavior: digital vs. print preferences in portuguese context

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.

A learning environment for robotic production line simulation

This paper presents a framework for a robotic production line simulation learning environment using Autonomous Ground Vehicles (AGV). An eLearning platform is used as interface with the simulator. The objective is to introduce students to the production robotics area using a familiar tool, an eLearning platform, and a framework that simulates a production line using AGVs. This framework allows students to learn about robotics but also about several areas of industrial management engineering without requiring an extensive prior knowledge on the robotics area. The robotic production line simulation learning environment simulates a production environment using AGVs to transport materials to and from the production line. The simulator allows students to validate the AGV dynamics and provides information about the whole materials supplying system which includes: supply times, route optimization and inventory management. The students are required to address several topics such as: sensors, actuators, controllers and an high level management and optimization software. This simulator was developed with a known open source tool from robotics community: Player/Stage. This tool was extended with several add-ons so that students can be able to interact with a complex simulation environment. These add-ons include an abstraction communication layer that performs events provided by the database server which is programmed by the students. An eLearning platform is used as interface between the students and the simulator. The students can visualize the effects of their instructions/programming in the simulator that they can access via the eLearning platform. The proposed framework aims to allow students from different backgrounds to fully experience robotics in practice by suppressing the huge gap between theory and practice that exists in robotics. Using an eLearning platform eliminates installation problems that can occur from different computers software distribution and makes the simulator accessible by all students at school and at home.

Innovations in technology: a friendly math project and the learning analytics “challenge”

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.

Design a computer programming learning environment for Massive Open Online Courses

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.

Odin: a service for gamification of learning activities

Existing gamification services have features that preclude their use by e-learning tools. Odin is a gamification 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 gamification, 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) specification.

Integrating rich learning applications in LMS

Currently, a learning management system (LMS) plays a central role in any e-learning environment. These environments include systems to handle the pedagogic aspects of the teaching–learning process (e.g. specialized tutors, simulation games) and the academic aspects (e.g. academic management systems). Thus, the potential for interoperability is an important, although over looked, aspect of an LMS. In this paper, we make a comparative study of the interoperability level of the most relevant LMS. We start by defining an application and a specification model. For the application model, we create a basic application that acts as a tool provider for LMS integration. The specification model acts as the API that the LMS should implement to communicate with the tool provider. Based on researches, we select the Learning Tools Interoperability (LTI) from IMS. Finally, we compare the LMS interoperability level defined as the effort made to integrate the application on the study LMS.