TFC-J2EE : Cooperativa agrícola virtual

Memòria i presentació del Treball final de carrera d'Enginyeria Tècnica en Informàtica de Sistemes, l'àrea del treball és J2EE. S'ha realitzat l'anàlisi, disseny e implementació d'una aplicació per una cooperativa agrícola.

Ús de l'entorn virtual LAMS per a la creació de seqüències didàctiques col·laboratives i personalitzables

LAMS (Learning Activity Management System), com a projecte de programari lliure basat en tecnologies web, va ser alliberat a la comunitat d'usuaris i desenvolupadors el Febrer del 2005, des d'aquesta data fins avui s'han produït una sèrie d'avenços i innovacions que ha permès fer extensiu l'ús d'aquest entorn a persones amb pocs coneixements de programació i relacionades amb la pedagogia i el disseny instruccional. La investigació portada a terme ha permès a un grup d'investigadors de la Universitat Oberta de Catalunya (UOC) aprofundir en el disseny instruccional de seqüències didàctiques amb LAMS potenciant dos aspectes clau, el treball col·laboratiu virtual i també la personalització de l'aprenentatge per part de l'estudiant. Durant la recerca es va elaborar una guia de disseny instruccional per implementar activitats didàctiques amb LAMS que tinguin les dos característiques anteriorment descrites, i va servir com a referència per portar a terme una prova pilot amb estudiants de la universitat per tal de valorar el seu grau de satisfacció amb el procés d'aprenentatge mitjançant l'ús de l'entorn virtual LAMS. L'estudi revela un elevat grau de satisfacció en quant als dos factors examinats, d'una banda, els estudiants consideren que les activitats proporcionades afavoreixen la construcció de coneixement col·lectiu i, d'altra banda, també consideren que és molt positiu que es pugui personalitzar l'aprenentatge mitjançant l'elecció de les activitats a fer per adquirir una competència específica.

Gestió d'inventari de dispositius

La memòria consisteix en el desenvolupament d'un sistema web per gestionar l'inventari de dispositius de xarxa i d'equips informàtics d'una escola. Més concretament dels equips es pot gestionar informació referent a característiques de hardware, software i de xarxa com l'adreça MAC, IP, roseta on està connectat... Dels dispositius de xarxa es pot gestionar informació referent als armaris, patch panels, switches, virtual LANs i punts d'accés on es connecten ordinadors, portàtils, telèfons o faxos.

GLUT2 surface expression and intracellular transport via the constitutive pathway in pancreatic beta cells and insulinoma: evidence for a block in trans-Golgi network exit by brefeldin A.

The biosynthesis, intracellular transport, and surface expression of the beta cell glucose transporter GLUT2 was investigated in isolated islets and insulinoma cells. Using a trypsin sensitivity assay to measure cell surface expression, we determined that: (a) greater than 95% of GLUT2 was expressed on the plasma membrane; (b) GLUT2 did not recycle in intracellular vesicles; and (c) after trypsin treatment, reexpression of the intact transporter occurred with a t1/2 of approximately 7 h. Kinetics of intracellular transport of GLUT2 was investigated in pulse-labeling experiments combined with glycosidase treatment and the trypsin sensitivity assay. We determined that transport from the endoplasmic reticulum to the trans-Golgi network (TGN) occurred with a t1/2 of 15 min and that transport from the TGN to the plasma membrane required a similar half-time. When added at the start of a pulse-labeling experiment, brefeldin A prevented exit of GLUT2 from the endoplasmic reticulum. When the transporter was first accumulated in the TGN during a 15-min period of chase, but not following a low temperature (22 degrees C) incubation, addition of brefeldin A (BFA) prevented subsequent surface expression of the transporter. This indicated that brefeldin A prevented GLUT2 exit from the TGN by acting at a site proximal to the 22 degrees C block. Together, these data demonstrate that GLUT2 surface expression in beta cells is via the constitutive pathway, that transport can be blocked by BFA at two distinct steps and that once on the surface, GLUT2 does not recycle in intracellular vesicles.

Induction of an immune response through the idiotypic network with monoclonal anti-idiotype antibodies in the carcinoembryonic antigen system.

Anti-idiotype antibodies can mimic the conformational epitopes of the original antigen and act as antigen substitutes for vaccination and/or serological purposes. To investigate this possibility concerning the tumor marker carcinoembryonic antigen (CEA), BALB/c mice were immunized with the previously described anti-CEA monoclonal antibody (MAb) 5.D11 (AB1). After cell fusion, 15 stable cloned cell lines secreting anti-Ids (AB2) were obtained. Selected MAbs gave various degrees of inhibition (up to 100%) of the binding of 125I-labeled CEA to MAb 5.D11. Absence of reactivity of anti-Id MAbs with normal mouse IgG was first demonstrated by the fact that anti-Id MAbs were not absorbed by passage through a mouse IgG column, and second because they bound specifically to non-reduced MAb 5.D11 on Western blots. Anti-5.D11 MAbs did not inhibit binding to CEA of MAb 10.B9, another anti-CEA antibody obtained in the same fusion as 5.D11, or that of several anti-CEA MAbs reported in an international workshop, with the exception of two other anti-CEA MAbs, both directed against the GOLD IV epitope. When applied to an Id-anti-Id competitive radioimmunoassay, a sensitivity of 2 ng/ml of CEA was obtained, which is sufficient for monitoring circulating CEA in carcinoma patients. To verify that the anti-Id MAbs have the potential to be used as CEA vaccines, syngeneic BALB/c mice were immunized with these MAbs (AB2). Sera from immunized mice were demonstrated to contain AB3 antibodies recognizing the original antigen, CEA, both in enzyme immunoassay and by immunoperoxidase staining of human colon carcinoma. These results open the perspective of vaccination against colorectal carcinoma through the use of anti-idiotype antibodies as antigen substitutes.

Artificial neural network study of whole-cell bacterial bioreporter response determined using fluorescence flow cytometry.

Genetically engineered bioreporters are an excellent complement to traditional methods of chemical analysis. The application of fluorescence flow cytometry to detection of bioreporter response enables rapid and efficient characterization of bacterial bioreporter population response on a single-cell basis. In the present study, intrapopulation response variability was used to obtain higher analytical sensitivity and precision. We have analyzed flow cytometric data for an arsenic-sensitive bacterial bioreporter using an artificial neural network-based adaptive clustering approach (a single-layer perceptron model). Results for this approach are far superior to other methods that we have applied to this fluorescent bioreporter (e.g., the arsenic detection limit is 0.01 microM, substantially lower than for other detection methods/algorithms). The approach is highly efficient computationally and can be implemented on a real-time basis, thus having potential for future development of high-throughput screening applications.

Building Capacity in Developing Countries : OER for Food Safety

The Food Safety Knowledge Network (FSKN) was developed through the collaboration of Michigan State University and a professional network of international food industry retailers and manufacturers. The key objective of the FSKN project is to provide technical resources, in a cost effective way, in order to promote food safety in developing countries and for small and less developed companies. FSKN uses a competency based model including a framework, OERs, and assessments. These tools are being used to support face-to-face training, fully online training, and to gauge the learning outcomes of a series of pilot groups which were held in India, Egypt, and China.

The Value of Imperfection : the Wabi-Sabi Principle in Aesthetics and Learning

OER-based learning has the potential to overcome many shortcomings and problems of traditional education. It is not hampered by IP restrictions; can depend on collaborative, cumulative, iterative refinement of resources; and the digital form provides unprecedented flexibility with respect to configuration and delivery. The OER community is a progressive group of educators and learners with decades of learning research to draw from, who know that we must prepare learners for an evolving and diverse reality. Despite this OER tends to replicate the unsuccessful characteristics of traditional education. To remedy this we may need to remember the importance of imperfection, mistakes, problems, disagreement, and the incomplete for engaged learning, and relinquish our notions of perfection, acknowledging that learners learn differently and we need diverse learners. We must stretch our perceptions of quality and provide mechanisms for engaging the incredible pool of educators globally to fulfill the promise of inclusive education.

A Method and Tool to Support the Analysis and Enhance the Understanding of Peer-to-Peer Learning Experiences

In this paper we look at how a web-based social software can be used to make qualitative data analysis of online peer-to-peer learning experiences. Specifically, we propose to use Cohere, a web-based social sense-making tool, to observe, track, annotate and visualize discussion group activities in online courses. We define a specific methodology for data observation and structuring, and present results of the analysis of peer interactions conducted in discussion forum in a real case study of a P2PU course. Finally we discuss how network visualization and analysis can be used to gather a better understanding of the peer-to-peer learning experience. To do so, we provide preliminary insights on the social, dialogical and conceptual connections that have been generated within one online discussion group.

OER as a Model for Enhanced Teaching and Learning

This article presents preliminary findings from a research study conducted by the Institute for the Study of Knowledge Management in Education on the role of open educational resources (OER) in transforming pedagogy. Based on a study of art and humanities teachers participating in an OER training network, the study reveals how exposure to OER resources and tools support collaboration among teachers, as well as new conversations about teaching practices. These findings have implications for engaging teachers in adopting new OER use practices, and for how OER can be integrated as a model for innovation in teaching and in resource development.

PERSONAL(ONTO) : Personalizing the Learning Process in Virtual Environments by means of Adaptive Formative Itineraries based on Reusable Learning Objects and Ontologies TIN2006-15107-C02

Personalization in e-learning allows the adaptation of contents, learning strategiesand educational resources to the competencies, previous knowledge or preferences of the student. This project takes a multidisciplinary perspective for devising standards-based personalization capabilities into virtual e-learning environments, focusing on the conceptof adaptive learning itinerary, using reusable learning objects as the basis of the system and using ontologies and semantic web technologies.

Evolució i reptes de l'educació virtual : construint l'e-learning del segle XXI

Les autores i autors d'aquest llibre ofereixen una descripció de l'evolució general de l'e-learning apuntant els elements clau cap als que ha d'anar evolucionant. Parteixen de l'experiència i la pràctica contrastada amb les investigacions sobre el tema. Al llarg dels diferents capítols ens mostren com viu un estudiant virtual, el seu paper i la manera com planteja i organitza les seves activitats; ens acosten al professorat analitzant el seu rol en el disseny de la formació i la comunicació amb els estudiants; parlen de la col·laboració, analitzant com dissenyar activitats col·laboratives i assenyalant els seus avantatges i límits; descriuen els diferents recursos d'aprenentatge que podem disposar en el disseny dels cursos i, finalment, acompanyen la nostra mirada cap al futur pròxim analitzant les tendències i els reptes als que hem de fer front per construir l'e-learning del segle XXI.