186,030 research outputs found
A tool-mediated cognitive apprenticeship approach for a computer engineering course
Teaching database engineers involves a variety of learning activities. A strong focus is on practical problems that go beyond the acquisition of knowledge. Skills and experience are equally important. We propose a virtual apprenticeship model for the knowledge- and skillsoriented Web-based education of database students. We adapt the classical cognitive apprenticeship theory to the Web context utilising scaffolding and activity theory. The choice of educational media and the forms of student interaction with the media are central success criteria
Business Domain Modelling using an Integrated Framework
This paper presents an application of a âSystematic Soft Domain Driven Design Frameworkâ as a soft systems approach to domain-driven design of information systems development. The framework combining techniques from Soft Systems Methodology (SSM), the Unified Modelling Language (UML), and an implementation pattern known as âNaked Objectsâ. This framework have been used in action research projects that have involved the investigation and modelling of business processes using object-oriented domain models and the implementation of software systems based on those domain models. Within this framework, Soft Systems Methodology (SSM) is used as a guiding methodology to explore the problem situation and to develop the domain model using UML for the given business domain. The framework is proposed and evaluated in our previous works, and a real case study âInformation Retrieval System for academic researchâ is used, in this paper, to show further practice and evaluation of the framework in different business domain. We argue that there are advantages from combining and using techniques from different methodologies in this way for business domain modelling. The framework is overviewed and justified as multimethodology using Mingers multimethodology ideas
A short curriculum of the robotics and technology of computer lab
Our research Lab is directed by Prof. Anton Civit. It is an interdisciplinary group of 23
researchers that carry out their teaching and researching labor at the Escuela
PolitĂ©cnica Superior (Higher Polytechnic School) and the Escuela de IngenierĂa
InformĂĄtica (Computer Engineering School). The main research fields are: a)
Industrial and mobile Robotics, b) Neuro-inspired processing using electronic spikes,
c) Embedded and real-time systems, d) Parallel and massive processing computer
architecture, d) Information Technologies for rehabilitation, handicapped and elder
people, e) Web accessibility and usability
In this paper, the Lab history is presented and its main publications and research
projects over the last few years are summarized.Nuestro grupo de investigaciĂłn estĂĄ liderado por el profesor Civit. Somos un grupo
multidisciplinar de 23 investigadores que realizan su labor docente e investigadora
en la Escuela PolitĂ©cnica Superior y en Escuela de IngenierĂa InformĂĄtica. Las
principales lĂneas de investigaciones son: a) RobĂłtica industrial y mĂłvil. b)
Procesamiento neuro-inspirado basado en pulsos electrĂłnicos. c) Sistemas
empotrados y de tiempo real. d) Arquitecturas paralelas y de procesamiento masivo.
e) TecnologĂa de la informaciĂłn aplicada a la discapacidad, rehabilitaciĂłn y a las
personas mayores. f) Usabilidad y accesibilidad Web.
En este artĂculo se reseña la historia del grupo y se resumen las principales
publicaciones y proyectos que ha conseguido en los Ășltimos años
Designing postgraduate pedagogies: connecting internal and external leaders
Learning is the new resource driving the knowledge economy. Now everyone is expected to make themselves available to learn : un-learn : re-learn. Much has been written about new modes of learning, as well the new technologies that promise to deliver information 24/7. Paradoxically, however, in the field of educational sociology there has been little systematic theorisation of the pedagogies designed to facilitate learning in the knowledge economy. Nor have there been systematic efforts to connect macro economic, technological and social changes to state official policies and institutional pedagogic practices. The Bernsteinian theoretical corpus models the power and control relations generating pedagogic discourses, practices and identities from the macro level of policy formation to the micro level of pedagogic interactions. It is therefore useful in examining the new pedagogies designed to generate the learning resources of the knowledge economy. In this paper, we draw on and extend Bernstein's theory of pedagogic discourse and identities to analyse the design and implementation of a postgraduate unit in educational research. This unit aimed to be: rigorous in disciplinary knowledge, technologically innovative, cost efficient; and responsive to diverse student needs and market contingencies
Content-driven design and architecture of E-learning applications
E-learning applications combine content with learning technology systems to support the creation of content and its delivery to the learner. In the future, we can expect the distinction between learning content and its supporting infrastructure to become blurred. Content objects will interact with infrastructure services as independent objects. Our solution to the development of e-learning applications â content-driven design and architecture â is based on content-centric ontological modelling and development of architectures. Knowledge and modelling will play an important role in the development of content and architectures. Our approach integrates content with
interaction (in technical and educational terms) and services (the principle organization for a system architecture), based on techniques from different fields, including software engineering, learning design, and knowledge engineering
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