Learning in higher education: strategies to overcome challenges faced by adult students – lessons drawn from two case studies in Portugal

This paper appears in International Journal of Information and Communication Technology Education edited by Lawrence A. Tomei (Ed.) Copyright 2007, IGI Global, www.igi-global.com. Posted by permission of the publisher. URL:http://www.idea-group.com/journals/details.asp?id=4287.

E-Learning e auto-eficácia no ensino profissional

Dissertação de Mestrado em Gestão de Sistemas de E-Learning

Enhancing informal learning recognition through TRAILER project

International Workshop on solutions that Enhance Informal LEarning Recognition – WEILER 2013

The European Project Semester at ISEP: Learning to Learn Engineering

The European Project Semester at ISEP (EPS@ISEP) is a one semester project-based learning programme addressed to engineering students from diverse scientific backgrounds and nationalities. The students, organized in multicultural teams, are challenged to solve real world multidisciplinary problems, accounting for 30 ECTU. The EPS package, although focused on project development (20 ECTU), includes a series of complementary seminars aimed at fostering soft, project-related and engineering transversal skills (10 ECTU). This paper presents the study plan, resources, operation and results of the EPS@ISEP that was created in 2011 to apply the best engineering education practices and promote the internationalization of ISEP. The results show that the EPS@ISEP students acquire during one semester the scientific, technical and soft competences necessary to propose, design and implement a solution for a multidisciplinary problem.

Deep crustal structure across a young passive margin from wide-angle and reflection seismic data (The Sardinia Experiment) - I. Gulf of Lion's margin

The conjugate margins system of the Gulf of Lion and West Sardinia (GLWS) represents a unique natural laboratory for addressing fundamental questions about rifting due to its landlocked situation, its youth, its thick sedimentary layers, including prominent palaeo-marker such as the MSC event, and the amount of available data and multidisciplinary studies. The main goals of the SARDINIA experiment, were to (i) investigate the deep structure of the entire system within the two conjugate margins: the Gulf of Lion and West Sardinia, (ii) characterize the nature of the crust, and (iii) define the geometry of the basin and provide important constrains on its genesis. This paper presents the results of P-wave velocity modelling on three coincident near-vertical reflection multi-channel seismic (MCS) and wide-angle seismic profiles acquired in the Gulf of Lion, to a depth of 35 km. A companion paper [part II Afilhado et al., 2015] addresses the results of two other SARDINIA profiles located on the oriental conjugate West Sardinian margin. Forward wide-angle modelling of both data sets confirms that the margin is characterised by three distinct domains following the onshore unthinned, 33 km-thick continental crust domain: Domain I is bounded by two necking zones, where the crust thins respectively from 30 to 20 and from 20 to 7 km over a width of about 170 km; the outermost necking is imprinted by the well-known T-reflector at its crustal base; Domain II is characterised by a 7 km-thick crust with anomalous velocities ranging from 6 to 7.5 km/s; it represents the transition between the thinned continental crust (Domain I) and a very thin (only 4-5 km) "atypical" oceanic crust (Domain III). In Domain II, the hypothesis of the presence of exhumed mantle is falsified by our results: this domain may likely consist of a thin exhumed lower continental crust overlying a heterogeneous, intruded lower layer. Moreover, despite the difference in their magnetic signatures, Domains II and III present the very similar seismic velocities profiles, and we discuss the possibility of a connection between these two different domains.

Cities and emerging networks of learning communities

In the 21st century the majority of people live in urban settings and studies show a trend to the increase of this phenomenon. Globalisation and the concentration of multinational and clusters of firms in certain places are attracting people who seek employment and a better living. Many of those agglomerations are situated in developing countries, representing serious challenges both for public and private sectors. Programmes and initiatives in different countries are taking place and best practices are being exchanged globally. The objective is to transform these urban places into sustainable learning cities/regions where citizens can live with quality. The complexity of urban places, sometimes megacities, opened a new field of research. This paper argues that in order to understand the dynamics of such a complex phenomenon, a multidisciplinary, systemic approach is needed and the creation of learning cities and regions calls for the contribution of a multitude of fields of knowledge, ranging from economy to urbanism, educational science, sociology, environmental psychology and others.

Deep crustal structure across a young passive margin from wide-angle and reflection seismic data (The Sardinia Experiment) - II. Sardinia's margin

Geophysical data acquired on the conjugate margins system of the Gulf of Lion and West Sardinia (GLWS) is unique in its ability to address fundamental questions about rifting (i.e. crustal thinning, the nature of the continent-ocean transition zone, the style of rifting and subsequent evolution, and the connection between deep and surface processes). While the Gulf of Lion (GoL) was the site of several deep seismic experiments, which occurred before the SARDINIA Experiment (ESP and ECORS Experiments in 1981 and 1988 respectively), the crustal structure of the West Sardinia margin remains unknown. This paper describes the first modeling of wide-angle and near-vertical reflection multi-channel seismic (MCS) profiles crossing the West Sardinia margin, in the Mediterranean Sea. The profiles were acquired, together with the exact conjugate of the profiles crossing the GoL, during the SARDINIA experiment in December 2006 with the French R/V L'Atalante. Forward wide-angle modeling of both data sets (wide-angle and multi-channel seismic) confirms that the margin is characterized by three distinct domains following the onshore unthinned, 26 km-thick continental crust : Domain V, where the crust thins from 26 to 6 km in a width of about 75 km; Domain IV where the basement is characterized by high velocity gradients and lower crustal seismic velocities from 6.8 to 7.25 km/s, which are atypical for either crustal or upper mantle material, and Domain III composed of "atypical" oceanic crust.The structure observed on the West Sardinian margin presents a distribution of seismic velocities that is symmetrical with those observed on the Gulf of Lion's side, except for the dimension of each domain and with respect to the initiation of seafloor spreading. This result does not support the hypothesis of simple shear mechanism operating along a lithospheric detachment during the formation of the Liguro-Provencal basin.

Deep structure of the Santos basin-São Paulo plateau system, SE Brazil

The structure and nature of the crust underlying the Santos Basin-São Paulo Plateau System (SSPS), in the SE Brazilian margin, are discussed based on five wide-angle seismic profiles acquired during the Santos Basin (SanBa) experiment in 2011. Velocity models allow us to precisely divide the SSPS in six domains from unthinned continental crust (Domain CC) to normal oceanic crust (Domain OC). A seventh domain (Domain D), a triangular shape region in the SE of the SSPS, is discussed by Klingelhoefer et al. (2014). Beneath the continental shelf, a similar to 100km wide necking zone (Domain N) is imaged where the continental crust thins abruptly from similar to 40km to less than 15km. Toward the ocean, most of the SSPS (Domains A and C) shows velocity ranges, velocity gradients, and a Moho interface characteristic of the thinned continental crust. The central domain (Domain B) has, however, a very heterogeneous structure. While its southwestern part still exhibits extremely thinned (7km) continental crust, its northeastern part depicts a 2-4km thick upper layer (6.0-6.5km/s) overlying an anomalous velocity layer (7.0-7.8km/s) and no evidence of a Moho interface. This structure is interpreted as atypical oceanic crust, exhumed lower crust, or upper continental crust intruded by mafic material, overlying either altered mantle in the first two cases or intruded lower continental crust in the last case. The deep structure and v-shaped segmentation of the SSPS confirm that an initial episode of rifting occurred there obliquely to the general opening direction of the South Atlantic Central Segment.

Performance assessment of a wind energy conversion system using a hierarchical controller structure

This paper deals with a hierarchical structure composed by an event-based supervisor in a higher level and two distinct proportional integral (PI) controllers in a lower level. The controllers are applied to a variable speed wind energy conversion system with doubly-fed induction generator, namely, the fuzzy PI control and the fractional-order PI control. The event-based supervisor analyses the operation state of the wind energy conversion system among four possible operational states: park, start-up, generating or brake and sends the operation state to the controllers in the lower level. In start-up state, the controllers only act on electric torque while pitch angle is equal to zero. In generating state, the controllers must act on the pitch angle of the blades in order to maintain the electric power around the nominal value, thus ensuring that the safety conditions required for integration in the electric grid are met. Comparisons between fuzzy PI and fractional-order PI pitch controllers applied to a wind turbine benchmark model are given and simulation results by Matlab/Simulink are shown. From the results regarding the closed loop point of view, fuzzy PI controller allows a smoother response at the expense of larger number of variations of the pitch angle, implying frequent switches between operational states. On the other hand fractional-order PI controller allows an oscillatory response with less control effort, reducing switches between operational states. (C) 2015 Elsevier Ltd. All rights reserved.

Interoperability frameworks for competencies and learning outcomes: databases vs ontologies

The changes introduced into the European Higher Education Area (EHEA) by the Bologna Process, together with renewed pedagogical and methodological practices, have created a new teaching-learning paradigm: Student-Centred Learning. In addition, the last few years have been characterized by the application of Information Technologies, especially the Semantic Web, not only to the teaching-learning process, but also to administrative processes within learning institutions. On one hand, the aim of this study was to present a model for identifying and classifying Competencies and Learning Outcomes and, on the other hand, the computer applications of the information management model were developed, namely a relational Database and an Ontology.

Dimensões para a construção de um curso em b-learning: um estudo de caso

Cet article décrit la méthodologie qui a été employé dans le développement d’un cours de post graduation et qui a eu pour base les critères de qualité dans les dimensions de l’institution, la technologie, le design des media, la pédagogie et l’évaluation. En parallèle, nous avons aussi analyse quelques résultat provenant d’un questionnaire que les étudiants ont répondu et où ils ont identifié les critères de succès. Nous concluons avec quelques suggestions pratiques pour ces qui aimerions proposer des cours em b-learning.

Evaluating the quality and the success of online courses

Measuring the quality of a b-learning environment is critical to determine the success of a b-learning course. There are a lot of materials related to the quality process, namely different approaches and perspectives but none of them is specific of the product of a b-learning context. In this paper we identify the indicators that should be analyzed in order to determine the quality of a b-learning course, since its success reflect not only the student’s perception, but also what should be taken into account. B-Learning environments are relatively new and combine educational characteristics with technological elements that support the learning process and the training delivery. Our main objective is to know what a high quality b-learning environment is in students’’ perception and what are the main quality dimensions of these courses, in the perspective of the products and services offered. After a literature review concerning the quality process and in particular the b-learning quality field, a structure that provides the main elements that should be evaluated by students when we are measuring the quality and the success of b-learning product/services was created. The structure obtained was applied to a case study of the Polytechnic Institute of Oporto. Results presented will help institutions to deliver services with more quality and improve their long-term competitiveness.

A quest for the right word enhancing reflexivity and technology in terminology training

INTED2010, the 4th International Technology, Education and Development Conference was held in Valencia (Spain), on March 8, 9 and 10, 2010.

Portuguese entrepreneurial women – fostering learning communities

This article repports findings on a project - DONA EMPRESA - that the Portuguese Association of Women Entrepreneurs has been promoting for four years now. The project aims at supporting unemployed women, having a business idea, to create their own employment. So far about one hundred enterprises have been created in the scope of this project, their surviving rate being very high after one year of business running.

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.