Browsing by Author "Viegas, Clara"
Now showing 1 - 10 of 51
Results Per Page
Sort Options
- 21st Century Challenges in Engineering and Technological learningPublication . Viegas, Clara; Marques, Arcelina; Alves, Gustavo R.The success of 21st century engineers1 depends on demanding challenges, involving a large scope of scientific and social competences. College education must help students to develop those competences in collaborative environments and better address these needs. Developing students’ knowledge and skills in contextualized engineering environments, practicing teamwork, leadership, decision-making, experimental work and critical thinking are some of the important aspects addressed in this track.
- Adaptação de Laboratórios Remotos a Cenários de Ensino: Casos de Estudo com VISIR e RemotElectLabPublication . Fidalgo, André V.; Alves, Gustavo R.; Marques, Maria A.; Viegas, Maria C.; Costa-Lobo, Maria C.; Hernández-Jayo, Unai; García-Zubía, Javier; Gustavsson, Ingvar; Alves, Gustavo; Fidalgo, André; Marques, Maria Arcelina; Viegas, Clara; Costa Lobo, Cristina; Garcia-Zubia, JavierOs laboratórios remotos são uma ferramenta tecnológica e pedagógica com uso crescente em todos os níveis de educação, e sua utilização generalizada é uma parte importante do seu próprio aperfeiçoamento e evolução. Este artigo descreve vários problemas encontrados em aulas laboratoriais, em cursos de ensino superior, na utilização de laboratórios remotos baseados em sistemas PXI, utilizando o sistema VISIR ou uma solução alternativa. São identificados e explicados três problemas que foram relatados por professores que deram apoio aos estudantes na utilização dos laboratórios remotos. O primeiro problema prende-se com a necessidade de permitir aos alunos selecionar a localização específica onde um amperímetro deve ser inserido nos circuitos elétricos, mesmo que incorreta, replicando as dificuldades do mundo real. O segundo é causado por falhas de sincronismo quando são necessárias várias medições em intervalos curtos, como no ciclo de descarga de um condensador. E o último problema é provocado pelo uso de um multímetro em modo DC na leitura de grandezas em CA, um procedimento que colide com as definições do equipamento. Todos os cenários são apresentados e discutidos, incluindo a solução encontrada para cada caso. A conclusão que se retira do trabalho descrito é que a área de laboratórios remotos é um campo em expansão, onde a sua utilização prática permite o aperfeiçoamento e a evolução das soluções disponíveis, exigindo uma cooperação e partilha de informação entre todos os intervenientes, i.e. investigadores, professores e alunos.
- An Alternative Way of Teaching Operational Amplifiers Using a Reconfigurable and Expandable KitPublication . Costa, Ricardo; Portela, Paulo; Alves, Gustavo R.; Felgueiras, Carlos; Viegas, ClaraEarly on, students must develop competences by implementing simple or complex electronic circuits with Operational Amplifiers (OpAmps). Traditionally, these skills were mainly developed in laboratory classes, but technology allows us to explore other and complementary ways of aiding students in this achievement. This paper presents a contribution to improve the way OpAmps are included in electronic engineering courses’ curricula. A reconfigurable and expandable kit to teach electronic circuits based on the OpAmp uA741 was designed and implemented. This kit comprises a software application locally interfaced with a hardware platform capable of running in a PC. This platform includes a circuit with the OpAmp uA741 able to reconfigure according to a set of parameters defined by a software application. Its reconfiguration capability also enables the establishment of automatic connections for measuring and for applying signals to a reconfigured circuit, plus the ability to simulate the same or other OpAmp-based circuits. This paper provides an overview about the OpAmp uA741 and its relevance in engineering education. After presenting the kit and make some considerations for its improvement, at the end a brief discussion about its implementation in education according to specific educational strategies and methodologies are provided.
- Avaliar e fornecer feedbackPublication . Viegas, Clara; Cruz, Eliane de SousaAs narrações multimodais permitem refletir acerca da importância da avaliação e do feedback na prática em sala de aula, mostrando como, em diferentes contextos, este aspeto da mediação do professor pode afetar o envolvimento e aprendizagem dos estudantes. Analisa-se a avaliação (como processo), as tarefas utilizadas e o feedback fornecido aos estudantes. Usam-se três níveis de análise: desenho, implementação e resultados. Através de alguns excertos de narrações mostra- se a sua relevância em sala de aula ao: envolver os estudantes; tornar uma tarefa genuína ou não, usar a aprendizagem colaborativa ou individual ou dar feedback na gestão da aprendizagem.
- Combined efforts to develop students experimental competencesPublication . Lima, Natércia; Alves, Gustavo R.; Viegas, Clara; Gustavsson, IngvarStudents experimental competences are of most importance in engineering courses. However in post-Bologna courses, the number of contact hours and the actual extent of hands-on lab work were substantially reduced. Online resources usage (simulators and remote labs) has been growing up in the last decades, as more complex and versatile tools are being developed. Unfortunately, several of these usages reported in literature do not show the didactical backing that support these implementations. This work is a step forward, explaining how a teacher implemented a combination of online resources in order to develop experimental competences. The results show significant correlations between students’ usage of these resources and their calculus competences and final achievements.
- A Community of Practice around Online Labs in Iraq: Towards Effective Support for Academics and Educational Systems in the MENA RegionPublication . Salah, Razwan Mohmed; Alves, Gustavo R.; Talal, Shamil Kaddoury; Viegas, Clara; Guerreiro, PedroCurrently, the interest for Science, Technology, Engineering, and Mathematics disciplines in higher education has been growing through a quality improvement in curriculae, examining its impact on the educational outcomes, and ascertaining its effect on the continuous quality improvement to staff and students. Hands-on experiments with innovative instructional technologies, such as online labs, built confidence and skills of academics and students by helping them to better understand, especially in engineering and science fields. A community of practice is a group of people informally bound together by shared expertise, a set of problems, or interest in a topic and fulfils goals. In general, a community of practice focuses on sharing best practices and creating a new knowledge to advance a domain of professional practice. It informs about the appropriate activities and instructional technologies that support the education systems by making the universities a better place for developing the skills of teachers and students. The study purpose is to examine how staff and students are interested in using new instructional technologies, namely online labs, to support hands-on labs for completing their tasks. In addition, it illustrates the potential benefit of a community of practice around online labs. However, in order to facilitate the formation of a new community of practice around instructional technologies in Middle East and North Africa several presentations about online labs have been made in different universities in Iraq. Research instrument consisted of a series of questions for collecting data from the respondents by using three techniques: questionnaire, online meeting, and interview.
- Constructing and Using Multimodal Narratives to Research in Science Education: Contributions Based on Practical ClassroomPublication . Lopes, Joaquim; Silva, António; Cravino, José; Santos, Carla; Cunha, Ana; Pinto, José; Silva, Adília; Viegas, Clara; Saraiva, Maria; Branco, MariaThis study deals with the problem of how to collect genuine and useful data about science classroom practices, and preserving the complex and holistic nature of teaching and learning. Additionally, we were looking for an instrument that would allow comparability and verifiability for teaching and research purposes. Given the multimodality of teaching and learning processes, we developed the multimodal narrative (MN), which describes what happens during a task and incorporates data such as examples of students’ work.
- Contribuição do Projeto VISIR+ no Ensino Experimental em EngenhariaPublication . Lima, Natércia; Viegas, Clara; Alves, Gustavo R.Um engenheiro é um profissional com formação técnico-científica adequada que o habilita a dar resposta a problemas e necessidades da sociedade. Nesta formação, a componente experimental não pode ser descurada e nas últimas décadas a utilização de recursos online (laboratórios remotos e simulações) tem-se generalizado, como complemento ou alternativa, aumentando a possibilidade dos alunos fazerem mais experiências, promovendo o desenvolvimento de competências experimentais e/ou competências de ordem superior, a motivação e empenho dos estudantes. Um dos laboratórios remotos mais usadas na área de Educação em Engenharia, na área dos circuitos elétricos e electrónicos, é o VISIR (Virtual Instrument Systems in Reality), criado e desenvolvido no Blekinge Institute of Technology (BTH), Suécia, e atualmente instalado em várias Instituições de Ensino Superior de vários países Europeus, Índia, Brasil e em processo de instalação na Argentina.
- Critical minds: enhancing education with ChatGPTPublication . Costa, Alexandra R.; Lima, Natércia; Viegas, Clara; Caldeira, Amélia; Costa, Alexandra; Lima, Natércia; Viegas, Clara; Caldeira, AméliaThe use of AI tools, particularly ChatGPT, has been widespread in recent years. Its application in education has been criticized by some and supported by others. In this article we present the case of a work carried out as part of a course unit in a computer science degree program in which the use of ChatGPT was not only encouraged but required. Students were asked to use this tool ethically and critically, comparing the results with bibliographical references. A questionnaire addressing students’ perceptions about the work and ChatGPT usage was performed after delivering the task. Results showed that students were motivated to carry out the work and understood that its widespread use requires critical thinking and compliance with ethical principles. The teacher acknowledge that some students developed these competences while performing this task and were able to deliver a quality, well supported essay. The development of this competences was also identified by some students.
- Didactical use of a remote: a qualitative reflection of a teacherPublication . Lima, Natércia; Viegas, Clara; Garcia-Peñalvo, FranciscoThis work describes the teacher reflection reflections about a didactical implementation usin g a remote laboratory and their impact on his practice. These reflections are analyzed from three different perspectives: how the literature review influenced the design of the didactical implementation (namely the first); how his reflection upon his practice influenced its modifications; how his research activ ity impacted and affected his teaching practices in the subsequent implementations and guided the modification modifications made . The remote lab was introduced in a Physics Course in an Engineering degree and was intended to be a learning space where students had the opportunity to practice before the lab class, supporting the development of experimental competences, fundamental in an engineer profile. After the first implementation in 2016/17 academic year it has undergone two subsequent editions with adjustments and modifications. Some features previously reported in literature such as: teacher’s experience with VISIR, the importance of an introductory activity and defining VISIR tasks objectives, were corroborated by the teacher during his practice and research. Others, such as the difficulty some students have in understanding the difference between simulation and remote labs appeared directly from his practice and were pursued in his research in order to deeply understand its implications.