Intelligent systems reference library, Sep 29, 2013
After the data acquisition strategies and the preparation/implementation issues discussed in Chap... more After the data acquisition strategies and the preparation/implementation issues discussed in Chaps. 4 and 5, respectively, the present chapter refers to the data analysis procedures that are involved in the exemplified case studies of Part III. Similarly to the previous two chapters, the subheadings here also follow the same structure to facilitate comprehension and direct correspondence.
Intelligent systems reference library, Sep 29, 2013
ABSTRACT Following the sequence of steps initiated with the appropriate strategies for data colle... more ABSTRACT Following the sequence of steps initiated with the appropriate strategies for data collection presented in Chapter 4, the present chapter refers to the data preparation and implementation procedures that were involved in the exemplified case studies of Part III.
The combination of the process of pedagogical planning within the Blended (b-)learning environmen... more The combination of the process of pedagogical planning within the Blended (b-)learning environment with the users' quality of interaction (QoI) with the Learning Management System (LMS), serving as an effective feedback, is explored here. The required QoI (both for teachers and students) is estimated by adopting a fuzzy logic-based modeling approach, namely FuzzyQoI, applied to LMS Moodle data from two academic teaching of dance disciplines, including rare and contemporary dances, respectively. The latter are used as paradigms that comply with the educational scenarios of the i-Treasures project (www.i-treasures.eu), which refers to the intangible cultural heritage. Based on documental analysis, the pedagogical design strategies per semester were transcribed to concept maps and the dynamically (per week) estimated QoIs were presented as feedback to the teachers at the end of the first semester, so they could reflect and update their pedagogical planning, anticipating more enhanced QoI at the second one. The results presented here show the beneficial role of QoI to shift the educational scenarios and strategies towards a more dynamic design, yet taking into consideration the inherent tendencies and attitudes of the users' interaction within the blearning context.
According to Novak (2010), a concept map (CM) is a (hierarchical) network comprised of concept te... more According to Novak (2010), a concept map (CM) is a (hierarchical) network comprised of concept terms (nodes) and directed lines linking pair of nodes; at the same time, CMs provide a window into students’ mind, reflecting students’ knowledge structures. Seen as an educational tool, the CM encourages students to organize and make explicit their knowledge. CMs are considered effective as teaching and learning tools that assist the development of conceptual knowledge, allowing visual observation of relationships and connections between multiple areas and pieces of information (Novak & Gowin, 1984). Moreover, the ability to recognize connections between different pieces of information or aspects of a problem facilitates problem-based learning (PBL) (Schaal, 2010). The latter assists the development of higher-order thinking skills, helping students to become independent, self-directed learners who appropriately respond to situations in a logical and reasonable manner (Savery & Duffy, 1995). Taking into account the previous approaches, a CM can be studied from different perspectives, for instance: The creator/s perspective. The construction of a CM can be performed either in individual or in collaborative mode. Several studies have investigated the use/potential of CMs as supporting processes of self-knowledge management (Conceicao, Desnoyers, & Baldor, 2008; Tergan, 2005; Tergan, Keller, Graber, & Neumann, 2006; Vodovozov & Raud, 2015). Other authors, on the other hand, have explored the potential of collaborative CMs to facilitate knowledge construction as a study/collaborative tool (Gao, Thomson, & Shen, 2013; Koc, 2012; Lee, 2013; Lin, Wong, & Shao, 2012; Molinari, 2015; Rafaeli & Kent, 2015). Although originally developed to assist individual learners, collaborative use of CMs emphasizes brainstorming among group members, leading to visualization of new ideas and synthesis of unique concepts (Novak, 2010), requiring communication/negotiation processes, which guide learners to grow in their conceptual understanding (Kwon & Cifuentes, 2009). The quality perspective. The quality of a CM (QoCM) can be defined through quantitative/qualitative metrics in different spaces, e.g., on the basis of the correct propositions that it includes, and/or on the characteristics that concern its construct as a network or even its construction procedure. Upon the evaluation of such qualities, appropriate feedback could be provided. In general, the CM quality refers to the amount, depth, and breadth of information and the number of connections made among different items included in it (Gurupur, Jain, & Rudraraju, 2015). The technology perspective. Concept mapping has been described as a technique that can increase student’s learning in the traditional classroom (Alvarez-Montero, Saenz-Perez, & Vaquero-Sanchez, 2015; Novak & Canas, 2008). However, several studies have clearly demonstrated the efficacy of computer and/or online concept mapping tools/techniques in supporting the learning process (Kwon & Cifuentes, 2007; Omar, 2015). The teaching-learning environment perspective. The technological possibilities added flexibility that allows the integration of the CM in blended (b-) learning experiences (Adams Becker et al., 2017). These include face-to-face (F2F) and online modalities that are formed through the mediation of Information and Communications Technologies (ICTs), rather than being completely online or F2F (Michinov & Michinov, 2008). So far, limited efforts have been made to understand the development and use of theory in the particular domain of b-learning research (Drysdale, Graham, Spring, & Halverson, 2013; Graham, 2013). The concept of b-learning is embedded in the idea that learning is not just a onetime episode but also a continuous/dynamic learning process. Blending different delivery modes/tools can be seen as an imaginative solution in educational contexts, since it has the potential to balance out and optimize the learning development (Dias, Diniz, & Hadjileontiadis, 2014). The computer-based learning environments (CBLEs) that can be integrated in b-learning assist individuals in learning, using multiple representations of information for a specific educational purpose (Ifenthaler, 2012). CBLEs frequently confront learners with a number of support devices (also referred as tools) in order to enhance learning, to help learners in their learning, and to provide a learning opportunity (Collazo, Elen, & Clarebout, 2015; Garcia-Alvarez, Suarez Alvarez, & Quiroga Garcia, 2014). However, according to Bates and Sangra (2011): “Teachers must decide which tools are most likely to suit the particular teaching approach” (pp. 44–46).
No ano lectivo 2006/2007, quando surge a Actividade Física e Desportiva (AFD), nos termos do pont... more No ano lectivo 2006/2007, quando surge a Actividade Física e Desportiva (AFD), nos termos do ponto 9 alínea d), do Despacho n.º 12 591/2006 (2.ª série), de 16 de Junho, e mais tarde do Despacho n.º 14460/2008, de 26 de Maio. Estamos perante uma actividade de enriquecimento curricular, exigindo uma maior articulação com a Expressão e Educação Físico-Motora (EEFM), formalmente presente no Currículo do 1.º CEB, mas que assume, por vezes, um estatuto de menoridade sempre que é preterida em relação a outras áreas curriculares. Destacaremos, como tema central do presente artigo, e em resultado de um estudo realizado entre 2006 e 2009 nas Escolas Públicas do 1.º CEB do Concelho da Amadora (CA), o conhecimento das crenças, quer dos Professores Titulares de Turma do 1.º CEB (PTT), a leccionar o 4.º ano (55), quer dos seus Alunos (623) e respectivos Pais/EE (602), e, ainda, da totalidade dos Técnicos/Professores (57) da Actividade de Enriquecimento Curricular-Actividade Física e Desportiva (AEC-AFD) do CA, em torno dos aspectos relativos à EEFM/EF e à AEC-AFD. Tivemos a preocupação de reflectir e confrontar alguns dos resultados obtidos no estudo com os novos diplomas legais que foram surgindo, principalmente no que diz respeito à AEC-AFD. Apoiámo-nos na inquirição através de questionários dirigidos aos PTT (n=55), aos seus Alunos (n=623) e respectivos Pais/EE (n=602), e, ainda, à totalidade dos Técnicos/Professores da AEC-AFD (n=57) e entrevistas (n=9) dirigidas a Coordenadores de Escolas do 1.º CEB (n=2), PTT (n=2), Pais/EE (n=3) e Técnicos/Professores da AEC-AFD (n=2). A maioria dos Pais/EE (95,3%) considera que a EEFM deve ser obrigatória na escola, mas tão-somente 21,2% dos alunos afirma ter usufruído da mesma no 4.º ano, apesar de ela ser referida como área curricular da sua preferência. Unicamente 21,8% dos PTT admitiu ter leccionado a EEFM, justificando tal atitude (83,7%) no facto dos alunos terem AEC-AFD com um Professor especialista. Entretanto, a maioria dos Técnicos/Professores (61,4%) refere que a AFD está a funcionar como substituta da actividade curricular da EEFM. Dos alunos que alguma vez tomaram parte em sessões da AEC-AFD (84,3%), a maioria termina por afirmar "gostar muito" dessa actividade (74,6%). Por outro lado, 45,5% dos Pais/EE considera a
ABSTRACT Most educators focus on products (e.g., exams, portfolios, tests, assessments) rather th... more ABSTRACT Most educators focus on products (e.g., exams, portfolios, tests, assessments) rather than processes, i.e., the tangible cognitive/intellectual development during a learning activity. Nevertheless, the present book has placed emphasis mainly upon the characterization of the online instructional process, in order to scientifically analyze the opinions and actions (trends, profiles and modeling perspectives) of the users of the LMS Moodle in b-learning mode.
ABSTRACT The terms of art and science referred to the title of this third part reflect the coexis... more ABSTRACT The terms of art and science referred to the title of this third part reflect the coexistence, integration and harmony of seemingly opposing extremes: the particular and the general, subjectivity and objectivity, the individual and the social context.
Communications in computer and information science, 2019
The new dimensions of e-community and e-identity have justified the integration of innovative met... more The new dimensions of e-community and e-identity have justified the integration of innovative methodologies in the design, implementation and development of the teaching-learning process at Higher Education Institutions (HEIs). The growing adoption of Learning Management Systems (LMSs) has led to the introduction of creative teaching/learning approaches and to the promotion of different educational contexts within the online environment. From this perspective, the A/B/C-TEACH project (http://abcteach.fmh.ulisboa.pt/) is presented here, exploring the ways effective teaching could be accomplished when bridging the fields of affective (a)-, blended (b)- and collaborative (c)-learning into a hybrid, LMS-based, enhanced teaching-learning environment. New guidelines about the enhancement of LMS-based teaching/learning processes are presented, contributing to the enrichment of the HEI services and re-examination of educational policies/practices.
Parkinson's disease (PD) is a neurodegenerative disorder that affects more than 10 million people... more Parkinson's disease (PD) is a neurodegenerative disorder that affects more than 10 million people worldwide. Assistive technology and exergames come to play a beneficial role in positive mood and socialization improvement, overall quality of life and improved confidence with everyday functional activities. More and more Exergames inserts in the market but how many of that are fitting the patient's needs? How many of that took into consideration theirs's opinion. This study describes the Minimum Viable Product (MVP) model "Develop-measure-learn" circle in a co-creation way with the PD patients to develop and improve Exergames for them, and the tools that are needed to accomplish. The most important outcome of this procedure was the proposed development of more realistic games, giving the researchers the step of starting the investigation of 3D solutions.
Um dos maiores ganhos em termos educativos, nos últimos tempos foi, por um lado, o alargamento do... more Um dos maiores ganhos em termos educativos, nos últimos tempos foi, por um lado, o alargamento do ensino básico obrigatório e, por outro, o aumento da rede da Educação Pré-Escolar, o que contribuiu para acabar com uma pedagogia de exclusão que mantinha afastadas do sistema educativo as crianças mais problemáticas. Obviamente, esta nova situação tem vindo a colocar aos educadores e professores problemas que antes não se verificavam. Agora, temos nas escolas e jardins de infância as crianças com necessidades educativas e de saúde especiais, as que são negligenciadas, as que recebem maus-tratos, as que são abandonadas, as que apresentam condutas anti-sociais, etc., e quando os professores e educadores questionam o que fazer para intervir junto destas crianças não encontram respostas nem soluções imediatas. Este assunto parece-nos relevante tendo em conta que, actualmente, políticos, encarregados de educação e os próprios educadores/professores consideram que a frequência das crianças e jovens em estabelecimentos de ensino poderá levá-las a adaptarem-se, quer para o melhor quer para o pior. Conforme referido no estudo desenvolvido pelo Conselho Nacional de Educação (Dias, 2001), os maiores problemas de insucesso educativo e abandono escolar em Portugal verificam-se nas crianças e jovens que apresentam dificuldades de aprendizagem e problemas de comportamento. Certos indicadores de futuros problemas ao nível do desenvolvimento das crianças emergem em idade precoce. Tal facto é suportado por diversos estudos (e.g. Metropolitan Educational Research
International Educational Applied Scientific Research Journal, Mar 3, 2017
The professional context of teachers has evolved, focusing more on its relational abilities and l... more The professional context of teachers has evolved, focusing more on its relational abilities and leadership, because they allow a closeness with the students aiming the success. This article consists on data obtained through the thematic analysis of two focus groups and an open question. The software used in the treatment was the Nvivo 10. In the focus groups participated 12 teachers of various disciplines, teaching in middle/high schools in the Lisbon region (Portugal). They had a mean age of 49.3 and a standard deviation of 8.0. In the open question 132 teachers answered, with a mean age of 47.1 and a standard deviation of 8.0. The main conclusions have to do with the mutual influence between the aspects of the relationship and leadership in the school context, allowing the creation of an explanatory model. The leadership style influences the teacher/student relationship in the classroom, particularly in the pedagogical relationship.
Revista de Psicologia da Criança e do Adolescente, Jul 4, 2013
nessa influência, não se verificou efeito significativo para a maioria das variáveis, nem diferen... more nessa influência, não se verificou efeito significativo para a maioria das variáveis, nem diferenças na moderação entre os géneros. Palavras-Chave: Géneros, tipo de amigos, monitorização parental, comportamentos de risco, bem-estar Abstract: the aim of the present study was to analyze whether the type of friends influences adolescence's risk behaviors and well-being in terms of gender differences and. if parental monitoring may moderate such influence, also in terms of gender differences. the sample includes participants from the Portuguese study, conducted in 2006 in continental Portugal, part of the european health behavior in school-Aged Children study (www.hbsc.org; www.fmh.utl.pt/aventurasocial; www. aventurasocial.com; matos et al., 2006). the Portuguese study included students from 6th, 8th and 10th grade of the regular public education system, with an average of 14 years of age (dP=1.9). the national sample has 4877 students. the results indicate that the peer group influence is similar among boys and girls: in both genders, when adolescents have friends that get involved in risk behaviors, they get more involved in risk behaviors and, when their friends have protective behaviors they present higher well-being. Regarding the parental monitoring in such influence, there was no significant effect in most variables, nor differences in moderation between genders.
The use of apps/games in healthcare interventions is gaining popularity, but there is still a gap... more The use of apps/games in healthcare interventions is gaining popularity, but there is still a gap in the understanding on how these types of interventions are used for the management of Parkinson disease (PD). In fact, gamification in healthcare (mHealth) can help people initiate healthier activities in various areas, such as losing weight, sleeping more, making healthier food choices, improving fitness, and monitoring health metrics. In this vein, there are six key elements that can help to understanding the concept of gamification, namely: i) perception of play; ii) clear rules; iii) concrete objectives and intermediate goals; iv) group dynamics; v) motivation with rewards; and vi) continuing the challenge (Marcus, 2013). Motivated by the above perspectives, and targeting intelligent early detection and intervention in PD area, we intend to explore here the Personalized Game Suite (PGS) approach, as part of the H2020 i-Prognosis project (www.i-prognosis.eu), that introduces for the first time the integration of different serious game (i.e., ExerGames, DietaryGames, EmoGames and Hand writing/Voice (H/V) Games) in a unified platform.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.
Intelligent systems reference library, Sep 29, 2013
After the data acquisition strategies and the preparation/implementation issues discussed in Chap... more After the data acquisition strategies and the preparation/implementation issues discussed in Chaps. 4 and 5, respectively, the present chapter refers to the data analysis procedures that are involved in the exemplified case studies of Part III. Similarly to the previous two chapters, the subheadings here also follow the same structure to facilitate comprehension and direct correspondence.
Intelligent systems reference library, Sep 29, 2013
ABSTRACT Following the sequence of steps initiated with the appropriate strategies for data colle... more ABSTRACT Following the sequence of steps initiated with the appropriate strategies for data collection presented in Chapter 4, the present chapter refers to the data preparation and implementation procedures that were involved in the exemplified case studies of Part III.
The combination of the process of pedagogical planning within the Blended (b-)learning environmen... more The combination of the process of pedagogical planning within the Blended (b-)learning environment with the users' quality of interaction (QoI) with the Learning Management System (LMS), serving as an effective feedback, is explored here. The required QoI (both for teachers and students) is estimated by adopting a fuzzy logic-based modeling approach, namely FuzzyQoI, applied to LMS Moodle data from two academic teaching of dance disciplines, including rare and contemporary dances, respectively. The latter are used as paradigms that comply with the educational scenarios of the i-Treasures project (www.i-treasures.eu), which refers to the intangible cultural heritage. Based on documental analysis, the pedagogical design strategies per semester were transcribed to concept maps and the dynamically (per week) estimated QoIs were presented as feedback to the teachers at the end of the first semester, so they could reflect and update their pedagogical planning, anticipating more enhanced QoI at the second one. The results presented here show the beneficial role of QoI to shift the educational scenarios and strategies towards a more dynamic design, yet taking into consideration the inherent tendencies and attitudes of the users' interaction within the blearning context.
According to Novak (2010), a concept map (CM) is a (hierarchical) network comprised of concept te... more According to Novak (2010), a concept map (CM) is a (hierarchical) network comprised of concept terms (nodes) and directed lines linking pair of nodes; at the same time, CMs provide a window into students’ mind, reflecting students’ knowledge structures. Seen as an educational tool, the CM encourages students to organize and make explicit their knowledge. CMs are considered effective as teaching and learning tools that assist the development of conceptual knowledge, allowing visual observation of relationships and connections between multiple areas and pieces of information (Novak & Gowin, 1984). Moreover, the ability to recognize connections between different pieces of information or aspects of a problem facilitates problem-based learning (PBL) (Schaal, 2010). The latter assists the development of higher-order thinking skills, helping students to become independent, self-directed learners who appropriately respond to situations in a logical and reasonable manner (Savery & Duffy, 1995). Taking into account the previous approaches, a CM can be studied from different perspectives, for instance: The creator/s perspective. The construction of a CM can be performed either in individual or in collaborative mode. Several studies have investigated the use/potential of CMs as supporting processes of self-knowledge management (Conceicao, Desnoyers, & Baldor, 2008; Tergan, 2005; Tergan, Keller, Graber, & Neumann, 2006; Vodovozov & Raud, 2015). Other authors, on the other hand, have explored the potential of collaborative CMs to facilitate knowledge construction as a study/collaborative tool (Gao, Thomson, & Shen, 2013; Koc, 2012; Lee, 2013; Lin, Wong, & Shao, 2012; Molinari, 2015; Rafaeli & Kent, 2015). Although originally developed to assist individual learners, collaborative use of CMs emphasizes brainstorming among group members, leading to visualization of new ideas and synthesis of unique concepts (Novak, 2010), requiring communication/negotiation processes, which guide learners to grow in their conceptual understanding (Kwon & Cifuentes, 2009). The quality perspective. The quality of a CM (QoCM) can be defined through quantitative/qualitative metrics in different spaces, e.g., on the basis of the correct propositions that it includes, and/or on the characteristics that concern its construct as a network or even its construction procedure. Upon the evaluation of such qualities, appropriate feedback could be provided. In general, the CM quality refers to the amount, depth, and breadth of information and the number of connections made among different items included in it (Gurupur, Jain, & Rudraraju, 2015). The technology perspective. Concept mapping has been described as a technique that can increase student’s learning in the traditional classroom (Alvarez-Montero, Saenz-Perez, & Vaquero-Sanchez, 2015; Novak & Canas, 2008). However, several studies have clearly demonstrated the efficacy of computer and/or online concept mapping tools/techniques in supporting the learning process (Kwon & Cifuentes, 2007; Omar, 2015). The teaching-learning environment perspective. The technological possibilities added flexibility that allows the integration of the CM in blended (b-) learning experiences (Adams Becker et al., 2017). These include face-to-face (F2F) and online modalities that are formed through the mediation of Information and Communications Technologies (ICTs), rather than being completely online or F2F (Michinov & Michinov, 2008). So far, limited efforts have been made to understand the development and use of theory in the particular domain of b-learning research (Drysdale, Graham, Spring, & Halverson, 2013; Graham, 2013). The concept of b-learning is embedded in the idea that learning is not just a onetime episode but also a continuous/dynamic learning process. Blending different delivery modes/tools can be seen as an imaginative solution in educational contexts, since it has the potential to balance out and optimize the learning development (Dias, Diniz, & Hadjileontiadis, 2014). The computer-based learning environments (CBLEs) that can be integrated in b-learning assist individuals in learning, using multiple representations of information for a specific educational purpose (Ifenthaler, 2012). CBLEs frequently confront learners with a number of support devices (also referred as tools) in order to enhance learning, to help learners in their learning, and to provide a learning opportunity (Collazo, Elen, & Clarebout, 2015; Garcia-Alvarez, Suarez Alvarez, & Quiroga Garcia, 2014). However, according to Bates and Sangra (2011): “Teachers must decide which tools are most likely to suit the particular teaching approach” (pp. 44–46).
No ano lectivo 2006/2007, quando surge a Actividade Física e Desportiva (AFD), nos termos do pont... more No ano lectivo 2006/2007, quando surge a Actividade Física e Desportiva (AFD), nos termos do ponto 9 alínea d), do Despacho n.º 12 591/2006 (2.ª série), de 16 de Junho, e mais tarde do Despacho n.º 14460/2008, de 26 de Maio. Estamos perante uma actividade de enriquecimento curricular, exigindo uma maior articulação com a Expressão e Educação Físico-Motora (EEFM), formalmente presente no Currículo do 1.º CEB, mas que assume, por vezes, um estatuto de menoridade sempre que é preterida em relação a outras áreas curriculares. Destacaremos, como tema central do presente artigo, e em resultado de um estudo realizado entre 2006 e 2009 nas Escolas Públicas do 1.º CEB do Concelho da Amadora (CA), o conhecimento das crenças, quer dos Professores Titulares de Turma do 1.º CEB (PTT), a leccionar o 4.º ano (55), quer dos seus Alunos (623) e respectivos Pais/EE (602), e, ainda, da totalidade dos Técnicos/Professores (57) da Actividade de Enriquecimento Curricular-Actividade Física e Desportiva (AEC-AFD) do CA, em torno dos aspectos relativos à EEFM/EF e à AEC-AFD. Tivemos a preocupação de reflectir e confrontar alguns dos resultados obtidos no estudo com os novos diplomas legais que foram surgindo, principalmente no que diz respeito à AEC-AFD. Apoiámo-nos na inquirição através de questionários dirigidos aos PTT (n=55), aos seus Alunos (n=623) e respectivos Pais/EE (n=602), e, ainda, à totalidade dos Técnicos/Professores da AEC-AFD (n=57) e entrevistas (n=9) dirigidas a Coordenadores de Escolas do 1.º CEB (n=2), PTT (n=2), Pais/EE (n=3) e Técnicos/Professores da AEC-AFD (n=2). A maioria dos Pais/EE (95,3%) considera que a EEFM deve ser obrigatória na escola, mas tão-somente 21,2% dos alunos afirma ter usufruído da mesma no 4.º ano, apesar de ela ser referida como área curricular da sua preferência. Unicamente 21,8% dos PTT admitiu ter leccionado a EEFM, justificando tal atitude (83,7%) no facto dos alunos terem AEC-AFD com um Professor especialista. Entretanto, a maioria dos Técnicos/Professores (61,4%) refere que a AFD está a funcionar como substituta da actividade curricular da EEFM. Dos alunos que alguma vez tomaram parte em sessões da AEC-AFD (84,3%), a maioria termina por afirmar "gostar muito" dessa actividade (74,6%). Por outro lado, 45,5% dos Pais/EE considera a
ABSTRACT Most educators focus on products (e.g., exams, portfolios, tests, assessments) rather th... more ABSTRACT Most educators focus on products (e.g., exams, portfolios, tests, assessments) rather than processes, i.e., the tangible cognitive/intellectual development during a learning activity. Nevertheless, the present book has placed emphasis mainly upon the characterization of the online instructional process, in order to scientifically analyze the opinions and actions (trends, profiles and modeling perspectives) of the users of the LMS Moodle in b-learning mode.
ABSTRACT The terms of art and science referred to the title of this third part reflect the coexis... more ABSTRACT The terms of art and science referred to the title of this third part reflect the coexistence, integration and harmony of seemingly opposing extremes: the particular and the general, subjectivity and objectivity, the individual and the social context.
Communications in computer and information science, 2019
The new dimensions of e-community and e-identity have justified the integration of innovative met... more The new dimensions of e-community and e-identity have justified the integration of innovative methodologies in the design, implementation and development of the teaching-learning process at Higher Education Institutions (HEIs). The growing adoption of Learning Management Systems (LMSs) has led to the introduction of creative teaching/learning approaches and to the promotion of different educational contexts within the online environment. From this perspective, the A/B/C-TEACH project (http://abcteach.fmh.ulisboa.pt/) is presented here, exploring the ways effective teaching could be accomplished when bridging the fields of affective (a)-, blended (b)- and collaborative (c)-learning into a hybrid, LMS-based, enhanced teaching-learning environment. New guidelines about the enhancement of LMS-based teaching/learning processes are presented, contributing to the enrichment of the HEI services and re-examination of educational policies/practices.
Parkinson's disease (PD) is a neurodegenerative disorder that affects more than 10 million people... more Parkinson's disease (PD) is a neurodegenerative disorder that affects more than 10 million people worldwide. Assistive technology and exergames come to play a beneficial role in positive mood and socialization improvement, overall quality of life and improved confidence with everyday functional activities. More and more Exergames inserts in the market but how many of that are fitting the patient's needs? How many of that took into consideration theirs's opinion. This study describes the Minimum Viable Product (MVP) model "Develop-measure-learn" circle in a co-creation way with the PD patients to develop and improve Exergames for them, and the tools that are needed to accomplish. The most important outcome of this procedure was the proposed development of more realistic games, giving the researchers the step of starting the investigation of 3D solutions.
Um dos maiores ganhos em termos educativos, nos últimos tempos foi, por um lado, o alargamento do... more Um dos maiores ganhos em termos educativos, nos últimos tempos foi, por um lado, o alargamento do ensino básico obrigatório e, por outro, o aumento da rede da Educação Pré-Escolar, o que contribuiu para acabar com uma pedagogia de exclusão que mantinha afastadas do sistema educativo as crianças mais problemáticas. Obviamente, esta nova situação tem vindo a colocar aos educadores e professores problemas que antes não se verificavam. Agora, temos nas escolas e jardins de infância as crianças com necessidades educativas e de saúde especiais, as que são negligenciadas, as que recebem maus-tratos, as que são abandonadas, as que apresentam condutas anti-sociais, etc., e quando os professores e educadores questionam o que fazer para intervir junto destas crianças não encontram respostas nem soluções imediatas. Este assunto parece-nos relevante tendo em conta que, actualmente, políticos, encarregados de educação e os próprios educadores/professores consideram que a frequência das crianças e jovens em estabelecimentos de ensino poderá levá-las a adaptarem-se, quer para o melhor quer para o pior. Conforme referido no estudo desenvolvido pelo Conselho Nacional de Educação (Dias, 2001), os maiores problemas de insucesso educativo e abandono escolar em Portugal verificam-se nas crianças e jovens que apresentam dificuldades de aprendizagem e problemas de comportamento. Certos indicadores de futuros problemas ao nível do desenvolvimento das crianças emergem em idade precoce. Tal facto é suportado por diversos estudos (e.g. Metropolitan Educational Research
International Educational Applied Scientific Research Journal, Mar 3, 2017
The professional context of teachers has evolved, focusing more on its relational abilities and l... more The professional context of teachers has evolved, focusing more on its relational abilities and leadership, because they allow a closeness with the students aiming the success. This article consists on data obtained through the thematic analysis of two focus groups and an open question. The software used in the treatment was the Nvivo 10. In the focus groups participated 12 teachers of various disciplines, teaching in middle/high schools in the Lisbon region (Portugal). They had a mean age of 49.3 and a standard deviation of 8.0. In the open question 132 teachers answered, with a mean age of 47.1 and a standard deviation of 8.0. The main conclusions have to do with the mutual influence between the aspects of the relationship and leadership in the school context, allowing the creation of an explanatory model. The leadership style influences the teacher/student relationship in the classroom, particularly in the pedagogical relationship.
Revista de Psicologia da Criança e do Adolescente, Jul 4, 2013
nessa influência, não se verificou efeito significativo para a maioria das variáveis, nem diferen... more nessa influência, não se verificou efeito significativo para a maioria das variáveis, nem diferenças na moderação entre os géneros. Palavras-Chave: Géneros, tipo de amigos, monitorização parental, comportamentos de risco, bem-estar Abstract: the aim of the present study was to analyze whether the type of friends influences adolescence's risk behaviors and well-being in terms of gender differences and. if parental monitoring may moderate such influence, also in terms of gender differences. the sample includes participants from the Portuguese study, conducted in 2006 in continental Portugal, part of the european health behavior in school-Aged Children study (www.hbsc.org; www.fmh.utl.pt/aventurasocial; www. aventurasocial.com; matos et al., 2006). the Portuguese study included students from 6th, 8th and 10th grade of the regular public education system, with an average of 14 years of age (dP=1.9). the national sample has 4877 students. the results indicate that the peer group influence is similar among boys and girls: in both genders, when adolescents have friends that get involved in risk behaviors, they get more involved in risk behaviors and, when their friends have protective behaviors they present higher well-being. Regarding the parental monitoring in such influence, there was no significant effect in most variables, nor differences in moderation between genders.
The use of apps/games in healthcare interventions is gaining popularity, but there is still a gap... more The use of apps/games in healthcare interventions is gaining popularity, but there is still a gap in the understanding on how these types of interventions are used for the management of Parkinson disease (PD). In fact, gamification in healthcare (mHealth) can help people initiate healthier activities in various areas, such as losing weight, sleeping more, making healthier food choices, improving fitness, and monitoring health metrics. In this vein, there are six key elements that can help to understanding the concept of gamification, namely: i) perception of play; ii) clear rules; iii) concrete objectives and intermediate goals; iv) group dynamics; v) motivation with rewards; and vi) continuing the challenge (Marcus, 2013). Motivated by the above perspectives, and targeting intelligent early detection and intervention in PD area, we intend to explore here the Personalized Game Suite (PGS) approach, as part of the H2020 i-Prognosis project (www.i-prognosis.eu), that introduces for the first time the integration of different serious game (i.e., ExerGames, DietaryGames, EmoGames and Hand writing/Voice (H/V) Games) in a unified platform.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.
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