Anarosa A. F. Brandão

A web-based learning management system with automatic assessment resources

One of the desirable skills for engineering students is the ability of creating and understanding geometric objects. Most of this ability is acquired during elementary and high school courses, but some acquisition are left for undergraduate studies. The introduction of dynamic geometry (DG) brings dynamicity to the traditional geometry learning process. Some DG systems present web-based versions, allowing students to use them worldwide through web browsers. By using such systems, students may increase their performance on solving geometric problems, which increase the amount of work to be assessed by teachers or tutors. As a consequence, the delay between the time of submitting the student answer for a problem and its feedback is also increased. Nevertheless, if the learning process is mediated by a web- based learning system, the delay on providing feedback may cause students disappointment or course abandonment. In this paper we present the free software SAW, a web-based learning management system that incorporates e-learning modules (e-LMs) for specific learning contents, such as geometry or programming. An e-LM is a Java applet that offer resources for client/server communication and may offer resources for problem authoring and automatic assessment.

Towards Reducing Cognitive Load and Enhancing Usability through a Reduced Graphical User Interface for a Dynamic Geometry System: An Experimental Study

The interface is the main mechanism of communication between user and system features. In educational software, successful user interface designs minimize the cognitive load on users, thereby users can direct their efforts to maximize their understanding of the educational concepts being presented. We investigated whether a reduced interface make few cognitive demands on users in comparison to a complete interface. In this context, this research aims at analyzing a reduced and a complete interface of an interactive geometry software, and verify the educational benefits they provide. To this end, we designed the interfaces and carried out an experiment involving 69 undergraduate students. The experimental results indicate that an interface that hides advanced and extraneous features helps novice users to perform slightly better than novice users using a complete interface. After receiving proper training, however, a complete interface makes users more productive than a reduced interface.

SOARI: A Service Oriented Architecture to Support Agent Reputation Models Interoperability

Interaction among agents about reputation is essential to accelerate the convergence of the reputation evaluation. Semantic heterogeneity of different reputation models makes agent interaction a problem, especially in open MAS. We propose in this paper a service oriented architecture, SOARI , to deal with this problem. Namely, SOARI is composed of an external Ontology Mapping Service ( OMS ) and an agent internal Translator module. This architecture supports concept mapping and translation among reputation model ontologies to a common ontology and vice-versa, thus allowing heterogeneous agents to interoperate about reputation. We present an example of the OMS s use, by showing the mapping of two reputation models to a common ontology. Finally, we illustrate the use of the whole SOARI architecture in a simplified electronic commerce scenario. These experiments have enabled us to analyze the limitations and advantages of a hybrid approach for heterogeneous agents interoperation.

Interactive Geometry Goes Mobile with GeoTouch

Interactive Geometry (IG) is a computational approach to teach geometry using interactive geometric objects. It is based on the learning-by-doing method where the representation and manipulation of geometric spaces can support students to construct their knowledge through experience. Several research findings indicate various benefits of using IG in classroom. Nevertheless, IG software developed to date has been based on the desktop model where the interaction between a user and the IG software occurs through the conventional inputs and outputs methods: keyboard, mouse, and a monitor. Currently, this model is being challenged by the widespread adoption and use of mobile devices. In this scenario before building an IG software that can be effectively used in mobile devices such as smartphones and tablets, where the input is based on touches and movements of fingers and the output is a small screen, there is a need to rethink the interface and what interaction methods should be employed. In response to this need, our paper examines the design and development of a GI application for mobile devices. In this study, we have proposed and implemented an interface and interaction model that is suitable for developing a GI software for mobile devices.

Medee Method Framework: a situational approach for organization-centered MAS

This paper presents a situational approach, called Medee Method Framework, which allows the development of organization-centered MAS in a disciplined way, even though some agent organizational (AO) models are not currently incorporated into agent-oriented software engineering (AOSE) methods. In order to do that, such a method framework proposes the composition of MAS situational methods out of method fragments according to a given project situation, by applying the principles proposed by situational method engineering. The proposed approach provides a high degree of reuse and flexibility, allowing the composition of new methods as well as the reengineering of AOSE methods based on the standards proposed by SPEM. Furthermore, it allows the user to leverage advantages of both AOSE methods and AO models in order to develop organization-centered MAS. The Medee Method Framework offers a method repository that covers different development phases, such as requirements, analysis, design, implementation, as well as the main components of a MAS application, like agents, environments, interactions, and organizations. This repository has been sourced from several AOSE methods and AO models, as Gaia, Tropos, Ingenias, PASSI, MOISE, and OperA.

Work in progress — A framework for building Interactive Learning Modules

The development of good quality educational software is expensive, time-consuming and faces some underlying issues. In order to deal with such issues, many attempts were made, mainly on code reuse. Following a similar approach, the development of an application framework for implementing a family of interactivity-intense educational software called Interactive Learning Modules — iLM is presented. The framework main goal is to reduce development efforts while being part of a Software Product Line — SPL, an innovative technique regarding interactivity-intense educational software. The framework specification is presented by analyzing the common features of existing iLM. Therefore, the resulting component architecture is outlined. Currently, the design phase is finished and the implementation ongoing. Also, its instantiation is planned for an existing iLM, as a proof of concept.

A model to support a learning object repository for web-based courses

The demand for digital learning content has been increasing in the last years and the advent of the Learning Objects (LO) concept has the goal of mitigating some of the difficulties related to authoring such kind of digital content, by proposing a reusable model and an open metadata standard classifications for them. Nevertheless, digital learning content authoring is often an expensive and time-consuming task that requires many distinct professional skills. One attempt to overcome it is the adoption of Learning Object Repositories (LOR), in order to smooth LO manipulation experiences for teachers and content authors. Some of its keys characteristics are: to promote LO dissemination and reuse to users in a unified spot; and, to serve LO through flexible searches and enforce a metadata standard classification. This paper proposes an innovative repository model to support LOR and their use in web-based courses in the context of an specific LMS, the Moodle environment. The model is flexible, enhances digital content searches and can be fully integrated with an institutional LMS. Moreover, it offers a social environment for peer evaluation and, more important, information about the student performance, resulting in an efficient evaluation of the available contents.

Uma visão do cenário Nacional do Ensino de Algoritmos e Programação: uma proposta baseada no Paradigma de Programação Visual

The keynotes goal is to reflect on emergent opportunities for human Discovery (in science), Creativity (in art & industry), and Learning (in education) as processes often occurring serendipitously in individuals and in communities empowered by dynamic Web connections in the global village. These reflections seem to fit best with the mandate of the CBIE Conference: sustainable education.Este trabalho apresenta uma evolucao do assistente inteligente SAE para inferir e fornecer orientacao pedagogica coerente com varias metodologias educacionais, superando uma dificuldade tradicional para este tipo de software, alem de fornecer mais apoio ao ensino-aprendizagem personalizado.O artigo fundamenta-se nos resultados do processo de desenvolvimento de um ambiente web de aprendizagem, ja modelado em dissertacao de mestrado (CABRAL,2006). O sistema tem por objetivo facilitar o acompanhamento das atividades que envolvem a definicao e a elaboracao de pre-projetos de Trabalhos de Conclusao de Curso (TCC). Para atingir tal objetivo o sistema e baseado em uma camada de agentes inteligentes que atuam como colaboradores para execucao de todas as atividades necessarias ao desenvolvimento do TCC. Para que esses agentes atuem de forma satisfatoria no ambiente e necessario o estabelecimento de um processo de comunicacao que possibilite aos agentes agirem em um nivel conceitual mais proximo do ser humano. Dessa forma, este artigo expoe os resultados obtidos ao longo do desenvolvimento dos agentes computacioniais e seus mecanismos de comunicacao.Este artigo descreve o projeto de desenvolvimento de jogo educativo baseado em metodologias participativas, pelas quais estudantes da rede publica de ensino medio idealizam, projetam e desenvolvem prototipos de um jogo sobre Sistema Imunologico e virus da Dengue. O objetivo da pesquisa e verificar os impactos do processo sobre a aprendizagem dos estudantes.O objetivo deste artigo e apresentar resultados de estudo de um caso exploratorio, realizado junto aos alunos de uma Instituicao de Ensino Superior. Como resultados, foram levantados indicadores de avaliacao do Sistema de EaD e identificados problemas, segundo a percepcao dos alunos. A partir dos resultados destaca-se que a Universidade desconhece a metodologia ITIL® e que seria fundamental que fosse implantada uma estrategia do servico (fase inicial da ITIL®), conduzindo a melhoria continua do servico e da infra-estrutura da Universidade.O facil acesso as informacoes devido a difusao da internet possibilita o enriquecimento intelectual, mas por vezes acaba por ser um meio de usufruir do conhecimento de outrem sem mencionar seus creditos/direitos autorais, o que por fim acaba na configuracao do plagio. O plagio no meio academico e uma tarefa dificil de ser controlada, devido o grande numero de trabalhos que sao feitos por uma vasta quantidade de alunos e tambem pelo excesso de tarefas dos professores e pelo pouco tempo que conseguem dedicar para o controle da qualidade e autenticidade dos trabalhos. Com isso, e importante contar com softwares que auxiliem no processo de verificacao de indicios de plagio, desta maneira o presente trabalho vislumbra desenvolver uma nova ferramenta de analise de indicios de plagio bem como aprimorar o metodo DIP – Detector de Indicios de Plagio para auxiliar o docente na verificacao da autenticidade dos trabalhos.A Neuropedagogia promove o confronto sucessivo e simultâneo entre concepcoes tacitas, crencas e valores normativos com esquemas inovadores, criando um espaco entropico e poetico no âmbito da experiencia humana. A natureza da ciencia neuropedagogica exige um modelo fractal de construcao de mundo, sustentado pelo prazer da perplexidade. Busca-se a geratriz e as leis de formacao para atingir a unanimidade sobre o conceito de educacao de pessoas com alta dotacao humana, impossivel de se concretizar, sem o recurso das ideologias filosoficas, cientificas e tecnologias aliadas as eticas.In this talk I will elaborate on the development, implementation and evaluation of the use of online tools for learning, with special attention to games and gamification, sharing and collaboration.

Experiments on semantic interoperability of agent reputation models using the SOARI architecture

In the last decades, we have experienced a rapid increase in the number of available online e-services. Agent-based computing has been advocated as a natural computational model to automate the interaction with those services, thus enabling the formation of multiagent systems. In these latter, agents may use trust and reputation as the main control mechanism and they usually exchange such information in order to accelerate reputation evaluation. However, due to the semantic heterogeneity of the different reputation models, agents interaction about reputation has to deal with interoperability issues. Therefore, this paper presents some experiments using SOARI, an architecture that enables the semantic interoperability among agents that have heterogeneous reputation models. Such experiments were conducted using two reputation testbeds and three agent reputation models in order to analyze the accuracy of the agents reputation evaluation in the presence of a more expressive communication apparatus, as well as the effect of the heterogeneity among reputation models on this accuracy.

Programming web-course analysis: How to introduce computer programming?

Nowadays, computer programming and logical thinking skills have been proposed as a fundamental knowledge, even to young learners. On one hand, in undergraduate STEM (Science, Technology, Engineering and Math) courses, the first contact of students with the logic of programming usually results in high failure rates. The literature and experiments conducted by the authors point out that this occurs regardless the adopted programming language. On the other hand, the literature presents some positive results when the paradigm used to introduce the subject is Visual Programming (VP), where the learners use icons to build their programs. This approach is successful even with young learners. In this context, a relevant question is whether, and how, the Visual Programming can help learners to understand a traditional textual programming language. The proposal of this work is to study differences between visual and traditional programming by analyzing the mental workload of using both paradigms during the introduction of algorithms and basic concepts of programming in the context of an online course of introductory programming. In order to perform such analysis, we adopted the NASA TLX protocol.