Recursos educativos aplicados �� medicina dent��ria

Com a crescente associa����o dos meios tecnol��gicos aos m��todos de ensino, tem-se vindo a verificar uma mudan��a significativa na forma como o aluno adquire o conhecimento. Os meios digitais tornaram-se num meio cada vez mais apetec��vel para os alunos e para os professores, que v��em no suporte tecnol��gico um precioso complemento para utilizar nas suas aulas. O aparecimento do ensino �� dist��ncia e mais recentemente do e-learning, veio revolucionar a forma como se adquire o conhecimento, deixando de ser importante a hora e o local aonde nos encontramos. Com estes novos tipos de ensino, surgem tamb��m os novos tipos de recursos dispon��veis. Uns dos recursos tecnol��gicos em destaque na actualidade s��o os Objectos de Aprendizagem (OA), pequenos peda��os de informa����o que podem ser utilizados, reutilizados ou referenciados no apoio tecnol��gico �� aprendizagem. Analisados os conceitos e as caracter��sticas dos OA foi efectuado o levantamento do estado da arte e feito um estudo sobre recursos educativos utilizados na ��rea da Medicina Dent��ria, sendo realizada uma an��lise a cada um desses recursos, observando as suas car��ncias e os seus pontos fortes. Posteriormente partiu-se para a realiza����o de um OA que possa servir como suporte ao ensino da Medicina Dent��ria, mais concretamente sobre a realiza����o de incis��es e de suturas durante cirurgias dent��rias. A sua valida����o revelou ser poss��vel a reutiliza����o em diferentes contextos de ensino e aprendizagem.

Modelos e interfaces gr��ficos para objectos de aprendizagem na ��rea da sa��de

A educa����o �� uma ��rea bastante importante no desenvolvimento humano e tem vindo a adaptar-se ��s novas tecnologias. Tentam-se encontrar novas maneiras de ensinar de modo a obter um rendimento cada vez maior na aprendizagem das pessoas. Com o aparecimento de novas tecnologias como os computadores e a Internet, a concep����o de aplica����es digitais educativas cresceu e a necessidade de instruir cada vez melhor os alunos leva a que estas aplica����es precisem de um interface que consiga leccionar de uma maneira r��pida e eficiente. A combina����o entre o ensino com o aux��lio dessas novas tecnologias e a educa����o �� dist��ncia deu origem ao e-Learning (ensino �� dist��ncia). Atrav��s do ensino �� dist��ncia, as possibilidades de aumento de conhecimento dos alunos aumentaram e a informa����o necess��ria tornou-se dispon��vel a qualquer hora em qualquer lugar com acesso �� Internet. Mas os cursos criados online tinham custos altos e levavam muito tempo a preparar o que gerou um problema para quem os criava. Para recuperar o investimento realizado decidiu-se dividir os conte��dos em m��dulos capazes de serem reaproveitados em diferentes contextos e diferentes tipos de utilizadores. Estes conte��dos modulares foram denominados Objectos de Aprendizagem. Nesta tese, �� abordado o estudo dos Objectos de Aprendizagem e a sua evolu����o ao longo dos tempos em termos de interface com o utilizador. A concep����o de um interface que seja natural e simples de utilizar nem sempre �� f��cil e independentemente do contexto em que se insere, requer algum conhecimento de regras que fa��am com que o utilizador que use determinada aplica����o consiga trabalhar com um m��nimo de desempenho. Na concep����o de Objectos de Aprendizagem, ��reas de complexidade elevada como a Medicina levam a que professores ou doutores sintam alguma dificuldade em criar um interface com conte��dos educativos capaz de ensinar com efici��ncia os alunos, devido ao facto de grande parte deles desconhecerem as t��cnicas e regras que levam ao desenvolvimento de um interface de uma aplica����o. Atrav��s do estudo dessas regras e estilos de interac����o torna-se mais f��cil a cria����o de um bom interface e ao longo desta tese ser�� estudado e proposto uma ferramenta que ajude tanto na cria����o de Objectos de Aprendizagem como na concep����o do respectivo interface.

Forma����o Cont��nua de Professores e Tecnologias de Informa����o e Comunica����o no Distrito de Set��bal: um estudo de avalia����o

A Forma����o Cont��nua em Contexto de Pr��tica Efectiva foi um modelo de forma����o cont��nua implementado em cinco Centros de Forma����o de Associa����es de Escolas do Distrito de Set��bal. Ap��s um ano da sua implementa����o, optou-se pela realiza����o de um estudo de avalia����o que utilizou para recolha de dados o inqu��rito por question��rio. Foi dirigido aos professores a leccionar nas escolas de cada centro. A an��lise englobou o n��vel de satisfa����o dos docentes participantes no estudo, relativamente ao tipo de Forma����o Cont��nua que realizaram nos ��ltimos anos e permitiu: conhecer as compet��ncias e conhecimentos de base tecnol��gica dos professores; conhecer as suas necessidades de forma����o futuras e analisar como s��o assimiladas pelos professores as novas formas de Forma����o Cont��nua quer de car��cter misto, presencial e a dist��ncia (���blended-learning���) quer online. The Continuing Professional Development in the context of effective practice was a model of teachers��� training implemented in five Schools Associations��� Training Centers in the District of Set��bal. After a year of its implementation it took place an assessment study using a survey, directed to the teachers that teach in the schools of the five Centers. The analysis approached teachers��� level of satisfaction participating in the study about the type of Continuing Training in which they enrolled in recent years; it allowed to know teachers��� ICT skills and knowledge; it allowed to identify future training needs and examine how new models of Continuing Training are understood by teachers in either blended or distance learning.

Experimenting through the web a linear variable differential transformer

Aiming for teaching/learning support in sciences and engineering areas, the Remote Experimentation concept (an E-learning subset) has grown in last years with the development of several infrastructures that enable doing practical experiments from anywhere and anytime, using a simple PC connected to the Internet. Nevertheless, given its valuable contribution to the teaching/learning process, the development of more infrastructures should continue, in order to make available more solutions able to improve courseware contents and motivate students for learning. The work presented in this paper contributes for that purpose, in the specific area of industrial automation. After a brief introduction to the Remote Experimentation concept, we describe a remote accessible lab infrastructure that enables users to conduct real experiments with an important and widely used transducer in industrial automation, named Linear Variable Differential Transformer.

Remote experimentation network - yielding an inter-university peer-to-peer e-service

The goal of this paper is to discuss the benefits and challenges of yielding an inter-continental network of remote laboratories supported and used by both European and Latin American Institutions of Higher Education. Since remote experimentation, understood as the ability to carry out real-world experiments through a simple Web browser, is already a proven solution for the educational community as a supplement to on-site practical lab work (and in some cases, namely for distance learning courses, a replacement to that work), the purpose is not to discuss its technical, pedagogical, or economical strengths, but rather to raise and try to answer some questions about the underlying benefits and challenges of establishing a peer-to-peer network of remote labs. Ultimately, we regard such a network as a constructive mechanism to help students gain the working and social skills often valued by multinational/global companies, while also providing awareness of local cultural aspects.

How to feel "in love" with Math - a MOOC experience

In the past few years we have witnessed the fast development of distance learning tools such as Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). This paper presents the ���Mathematics without STRESS��� MOOC Project, which is a cooperation between four schools from the Polytechnic Institute of Oporto (IPP). The concepts of MOOC and their quickly growing popularity are presented and complemented by a discussion of some MOOC definitions. The process of the project development is demonstrated by focusing on used MOOC structure, as well as the several types of course materials produced. At last, is presented a short discussion about problems and challenges met throughout the project. It is also our goal to contribute for a change in the way as teaching and learning Mathematics is seen and practiced nowadays.

Inova����o pedag��gica no Ensino Superior ��� o ensino a dist��ncia no ISCAP

O ensino a dist��ncia evoluiu muito desde o tempo em que o formando recebia os materiais por correspond��ncia. J�� nessa altura os formandos trabalhavam ao seu ritmo e conclu��am a forma����o de acordo com o seu trabalho e agenda pessoal. Hoje, apesar dos cursos por correspond��ncia ainda existirem, est��o rapidamente a ser substitu��dos pela forma����o a dist��ncia. E este sucesso da educa����o a dist��ncia tem levado ao surgimento de ofertas diferentes e novos modelos de neg��cio. Existem diversas solu����es de organiza����o dos cursos a dist��ncia. O formato depende essencialmente dos objectivos do curso. A escolha do tipo de solu����o para a oferta a dist��ncia depende, tamb��m, dos objectivos e experi��ncia da institui����o. Nesta comunica����o propomo-nos apresentar o caso do ISCAP, a evolu����o da oferta formativa a dist��ncia nesta escola, os tipos de oferta actuais e algumas preocupa����es para o futuro. Pretende-se, ainda levantar algumas quest��es que necessitam de estudo e resposta, apontando caminhos para investiga����o futura.

Tech-based Innovations in pedagogical practices: the case of ISCAP

TICEduca. III Congresso Internacional TIC e Educa����o. 14 a 16 Novembro, Lisboa

How to feel ���in love��� with math ��� a MOOC experience

In the past few years we have witnessed the fast development of distance learning tools such as Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). This paper presents the ���Mathematics without STRESS��� MOOC Project, which is a cooperation between four schools from the Polytechnic Institute of Oporto (IPP). The concepts of MOOC and their quickly growing popularity are presented and complemented by a discussion of some MOOC definitions. The process of the project development is demonstrated by focusing on used MOOC structure, as well as the several types of course materials produced. At last, is presented a short discussion about problems and challenges met throughout the project. It is also our goal to contribute for a change in the way as teaching and learning Mathematics is seen and practiced nowadays.

How to feel ���in love" with math: a MOOC experience

In the past few years we have witnessed astonishing developments on distance learning tools, in particular on Open Educational Resources (OER) such as Massive Open Online Courses (MOOC). In this paper we present the ���Mathematics without STRESS���, a MOOC Project, which has been a collaborative volunteer effort that brought together professors, from four schools of the Polytechnic Institute of Oporto (IPP), in Portugal. Some concepts directly associated with MOOC and their quickly growing popularity are complemented with a discussion of some particular MOOC characterizations. The design process of this project is revealed by focusing on the MOOC structure we used, as well as on the several types of course materials that were produced. At last, we undertake a short discussion about some of the problems, achievements and challenges met throughout this project development, giving a special attention to the motivational aim of this work - hoping to contribute to a change in the way of teaching and learning Mathematics is seen and practiced nowadays.

Matem��tica 100 stress: um projeto aberto no IPP

A Era Tecnol��gica em que nos vemos inseridos, cujos avan��os acontecem a uma velocidade vertiginosa exige, por parte das Institui����es de Ensino Superior (IES) uma atitude proactiva no sentido de utiliza����o dos muitos recursos dispon��veis. Por outro lado, os elementos pr��prios da sociedade da informa����o ��� flexibilidade, forma����o ao longo da vida, acessibilidade �� informa����o, mobilidade, entre muito outros ��� atuam como fortes impulsionadores externos para que as IES procurem e analisem novas modalidades formativas. Perante a mobilidade crescente, que se tem revelado massiva, a aprendizagem tende a ser cada vez mais individualizada, visual e pr��tica. A conjuga����o de v��rias formas/tipologias de transmiss��o de conhecimento, de m��todos did��ticos e mesmo de ambientes e situa����es de aprendizagem induzem uma melhor adapta����o do estudante, que poder�� procurar aqueles que melhor v��o ao encontro das suas expetativas, isto ��, favorecem um processo de ensino-aprendizagem eficiente na perspetiva da forma de aprender de cada um. A defini����o de pol��ticas estrat��gicas relacionadas com novas modalidades de ensino/forma����o tem sido uma preocupa����o constante na nossa institui����o, nomeadamente no dom��nio do ensino �� dist��ncia, seja ele e-Learning, b-Learning ou, mais recentemente, ���open-Learning���, onde se inserem os MOOC ��� Massive Open Online Courses (n��o esquecendo a vertente m-Learning), de acordo com as v��rias tend��ncias europeias (OECD, 2007) (Comiss��o Europeia, 2014) e com os objetivos da ���Europa 2020���. Neste sentido surge o Projeto Matem��tica 100 STRESS, integrado no projeto e-IPP | Unidade de e-Learning do Polit��cnico do Porto que criou a sua plataforma MOOC, abrindo em junho de 2014 o seu primeiro curso ��� Probabilidades e Combinat��ria. Pretendemos dar a conhecer este Projeto, e em particular este curso, que envolveu v��rios docentes de diferentes unidades org��nicas do IPP.

Challenges in the creation and development of a mathematics MOOC

The fast development of distance learning tools such as Open Educational Resources (OER) and Massive Open Online Courses (MOOC or MOOCs) are indicators of a shift in the way in which digital teaching and learning are understood. MOOC are a new style of online classes that allow any person with web access, anywhere, usually free of charge, to participate through video lectures, computer graded tests and discussion forums. They have been capturing the attention of many higher education institutions around the world. This paper will give us an overview of the ���Introduction to Differential Calculus��� a MOOC Project, created by an engaged volunteer team of Mathematics lecturers from four schools of the Polytechnic Institute of Oporto (IPP). The MOOC theories and their popularity are presented and complemented by a discussion of some MOOC definitions and their inherent advantages and disadvantages. It will also explore what MOOC mean for Mathematics education. The Project development is revealed by focusing on used MOOC structure, as well as the quite a lot of types of course materials produced. It ends with a presentation of a short discussion about problems and challenges met throughout the development of the project. It is also our goal to contribute for a change in the way teaching and learning Mathematics is seen and practiced nowadays, trying to make education more accessible to as many people as possible and increase our institution (IPP) recognition.

Teaching mathematics using Massive Open Online Courses

Distance learning - where students take courses (attend classes, get activities and other sort of learning materials) while being physically separated from their instructors, for larger part of the course duration - is far from being a ���new event���. Since the middle of the nineteenth century, this has been done through Radio, Mail and TV, taking advantage of the full educational potential that these media resources had to offer at the time. However, in recent times we have, at our complete disposal, the ���magic wonder��� of communication and globalization - the Internet. Taking advantage of a whole new set of educational opportunities, with a more or less unselfish ���look��� to economic interests, focusing its concern on a larger and collective ���welfare���, contributing to the development of a more ���equitable��� world, with regard to educational opportunities, the Massive Open Online Courses (MOOCs) were born and have become an important feature of the higher education in recent years. Many people have been talking about MOOCs as a potential educational revolution, which has arrived from North America, still growing and spreading, referring to its benefits and/or disadvantages. The Polytechnic Institute of Porto, also known as IPP, is a Higher Education Portuguese institution providing undergraduate and graduate studies, which has a solid history of online education and innovation through the use of technology, and it has been particularly interested and focused on MOOC developments, based on an open educational policy in order to try to implement some differentiated learning strategies to its actual students and as a way to attract future ones. Therefore, in July 2014, IPP launched the first Math MOOC on its own platform. This paper describes the requirements, the resulting design and implementation of a mathematics MOOC, which was essentially addressed to three target populations: - pre-college students or individuals wishing to update their Math skills or that need to prepare for the National Exam of Mathematics; - Higher Education students who have not attended in High School, this subject, and who feel the need to acquire basic knowledge about some of the topics covered; - High School Teachers who may use these resources with their students allowing them to develop teaching methodologies like "Flipped Classroom��� (available at http://www.opened.ipp.pt/). The MOOC was developed in partnership with several professors from several schools from IPP, gathering different math competences and backgrounds to create and put to work different activities such video lectures and quizzes. We will also try to briefly discuss the advertising strategy being developed to promote this MOOC, since it is not offered through a main MOOC portal, such as Coursera or Udacity.

Five-Year Review of an International Clinical Research-Training Program

The exponential increase in clinical research has profoundly changed medical sciences. Evidence that has accumulated in the past three decades from clinical trials has led to the proposal that clinical care should not be based solely on clinical expertise and patient values, and should integrate robust data from systematic research. As a consequence, clinical research has become more complex and methods have become more rigorous, and evidence is usually not easily translated into clinical practice. Therefore, the instruction of clinical research methods for scientists and clinicians must adapt to this new reality. To address this challenge, a global distance-learning clinical research-training program was developed, based on collaborative learning, the pedagogical goal of which was to develop critical thinking skills in clinical research. We describe and analyze the challenges and possible solutions of this course after 5 years of experience (2008-2012) with this program. Through evaluation by students and faculty, we identified and reviewed the following challenges of our program: 1) student engagement and motivation, 2) impact of heterogeneous audience on learning, 3) learning in large groups, 4) enhancing group learning, 5) enhancing social presence, 6) dropouts, 7) quality control, and 8) course management. We discuss these issues and potential alternatives with regard to our research and background.

Experience with the first Internet-based course at the Faculty of Medicine, University of S��o Paulo

PURPOSE: The Internet expands the range and flexibility of teaching options and enhances the ability to process the ever-increasing volume of medical knowledge. The aim of this study is to describe and discuss our experience with transforming a traditional medical training course into an Internet-based course. METHOD: Sixty-nine students were enrolled for a one-month course. They answered pre- and post-course questionnaires and took a multiple-choice test to evaluate the acquired knowledge. RESULTS: Students reported that the primary value for them of this Internet-based course was that they could choose the time of their class attendance (67%). The vast majority (94%) had a private computer and were used to visiting the Internet (75%) before the course. During the course, visits were mainly during the weekends (35%) and on the last week before the test (29%). Thirty-one percent reported that they could learn by reading only from the computer screen, without the necessity of printed material. Students were satisfied with this teaching method as evidenced by the 89% who reported enjoying the experience and the 88% who said they would enroll for another course via the Internet. The most positive aspect was freedom of scheduling, and the most negative was the lack of personal contact with the teacher. From the 80 multiple-choice questions, the mean of correct answers was 45.5, and of incorrect, 34.5. CONCLUSIONS: This study demonstrates that students can successfully learn with distance learning. It provides useful information for developing other Internet-based courses. The importance of this new tool for education in a large country like Brazil seems clear.