Laboratório virtual de imunologia-brucelose

Orientador: Ida Cristina GubertCo-orientador: Luiz Felipe CaronRemy LessnauMonografia(Bacharelado) - Universidade Federal do Paraná. Setor de Ciencias Biológicas. Curso de Graduaçao em Ciencias Biológica

Architectural grammar for hot humid climates

Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1993.Includes bibliographical references (p. 171-177).This thesis considers the viability of an architectural grammar based on traditional Caribbean architecture as an aid to designing climatically responsive architecture in hot humid climates. It argues that since traditional Caribbean architecture is a successful response to the constraints of climate and resources, a grammar based on this architecture would produce designs with similar characteristics and therefore would still be relevant today. The purpose of focusing on the relationship between architectural form and energy use is to help designers understand the consequences of basic design decisions and to help them to use these issues positively to generate form. In order to investigate this issue, a number of questions were addressed in the thesis. They were: What are shape grammars? What is appropriate design in hot humid climates? What is traditional Caribbean architecture and is it climatically appropriate? What would a tropical grammar look like and what would it produce? and How could it be used practically? A grammar was formulated based on a set of 16 traditional Caribbean houses and as a test, two new designs were generated. Shape grammars, in their most basic form, are essentially a set of rules that if followed, will generate designs in the same family as the original set. Typically, they are used to study a particular architect's style or occasionally a building style. This thesis states that shape grammars have two serious limitations which reduce their usefulness to designers. The first is that shape grammars focus only on physical form and the second is that they do not increase the user's understanding of the reasons for the grammar rules. However, it was found that, in contrast, the process of developing or formulating a grammar (as opposed to using one) was exceptionally useful for developing a deep understanding of the architectural style or type. The thesis concludes that architectural grammars can be a very useful and accessible tool for designers: 1. if they are able to go beyond physical form to include other architectural issues and knowledge; 2. if means are developed for presenting grammars which allow users to understand the rules, and not simply follow them; and 3. if methods are developed for analyzing and evaluating the designs that are generated by the grammar. It also concludes that a grammar is a useful tool to familiarize designers with the most successful characteristics of traditional architectural vocabulary. The purpose of this type of grammar is not to copy or duplicate a style, but to learn from its practical solutions in order to create new combinations of form that would be appropriate to the conditions found today.by Anne Beamish.M.S

“Learning English, having fun?” : Untersuchungen zur Konzeption und Didaktik von ausgewählter schulbegleitender Lernsoftware für das Fach Englisch

Die englische Sprache gewinnt zunehmend Bedeutung als international anerkanntes Kommunikationsmittel. Richtziel der englischen Sprachdidaktik ist deshalb die Ausbildung kommunikativer Kompetenz, die Befähigung des Lerners zu erfolgreichem Sprachhandeln. Um dies zu ermöglichen muss Basiswissen in elementaren Bereichen der englischen Sprache (Wortschatz, Grammatik, Aussprache) vorhanden sein. Wie und inwieweit der Computer als vermittelndes Medium im Sprachlernprozess eingesetzt werden kann und wo die Stärken einer methodischen Umsetzung am PC liegen, soll am Beispiel ausgewählter schulbegleitender Lernsoftware für das Fach Englisch verdeutlicht werden

"Tutoriel multimédia de formation en milieu industriel, la trancheuse de pains : point de vue communicationnel"

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.Pour consulter le document d'accompagnement du mémoire, veuillez contacter le Centre de conservation Lionel-Groulx de l'Université de Montréal ([email protected])

Evaluation of the development and application of multimedia computer assisted learning in Higher Education.

This thesis deals with approaches to the evaluation of multimedia computer assisted learning in higher education. The thesis is presented in two parts. The first part consists mainly of a literature based review of the rationale and methods employed in the development of multimedia CAL systems focusing on the ability of such systems to deliver a variety of pedagogic aims and objectives which the literature on the subject generally attributes to them. This was done in order to identify and examine the important features which should be incorporated in the effective evaluation of such systems. 1) the pedagogical basis of multimedia learning environments with particular reference to the mechanism by which they claim to encourage an approach to learning which facilitates 'deep' rather than 'shallow' learning' (Chapters 3 and 4); 2) the basis on which multimedia CAL systems claim to provide interactive learning environments which allow the teaching materials to be tailored by learners to accommodate their own individual preferences for adopting particular learning strategies. In particular this focused on the importance of individual learning styles and learners' degree of computer confidence (Chapter 5); 3) the institutional/delivery factors which must be understood to explain fully the context in which evaluations are carried out and which may have important effects on the outcomes of evaluation (Chapter 6). This literature review, together with a practical survey of a range of existing CAL courseware and an e-mail survey of CAL developers provides the basis for presenting an approach to evaluation which differentiates systems on the basis of the pedagogic approach they adopt and the context in which they are implemented. Finally, a critical review of existing evaluation methods was undertaken and important elements within these methods were incorporated into a new framework for evaluation. The framework provides a tool for determining an evaluation strategy that encompasses all stages of development, formative and summative evaluation of CAL courseware. Evaluation is based on the explicit aims and objectives of the courseware being provided and is moderated by contextual factors that define the pedagogical approach being taken, any individual learner differences that must be taken into account, and the institutional/delivery context within which the courseware is used. An analysis of the implications of the framework when formulating an evaluation strategy demonstrates weaknesses in the assessment instruments currently being used in evaluation studies - particularly for providing reliable measures of 'learning effect' as part of summative evaluation and also with respect to accurate quantification of costs associated with development and use of CAL courseware. The second part of the thesis tests the framework. The approach taken was to develop and formatively and summatively assess a multimedia CAL system used to teach parts of a course on bibliographic classification to students at the Robert Gordon University in Aberdeen. Qualitative and quantitative tests to accomplish this are described and the result of statistical analyses of learner performance when using the system are presented. This empirical study provides further insights into the practical problems involved in developing and evaluating a multimedia CAL system and in particular highlights: 1) the influence which individual learning style (as measured by the Gregorc Style Delineator) has on student performance in a context in which postgraduate students were required to use the CAL courseware rather than attend lectures - results indicate that CAL does not serve all learners equally; 2) the importance of the delivery context in a study in which undergraduate students were provided with CAL materials to supplement the delivery of their course. The evaluation framework was found to be a robust framework for developing and testing didactic teaching packages which were developed in the context of improving the quality of the teaching and learning of bibliographic classification to both undergraduate and postgraduate students. Recommendations are provided for future research based on using the framework to explore other contexts in which courseware is developed and implemented

Virtual measuring instruments to support the education

Tato práce se zabývá tvorbou webové aplikace Virtuální měřicí přístroje, jejímž hlavním úkolem je simulace reálných měřicích přístrojů hojně používaných v laboratořích FEKT VUT v Brně včetně jejich propojení v laboratorní úloze. Aplikace má sloužit studentům pro prvotní seznámení se s konkrétními zařízeními. Teoretická část se věnuje možnostem programování webových aplikací a výběrem skupiny programovacích jazyků vhodných pro realizaci aplikace. Dále se práce zabývá popisem konkrétních přístrojů použitých jako vzory pro vytvořená virtuální zařízení. Výsledkem praktické části je vytvoření univerzálního aplikačního rozhraní pro snadné rozšíření aplikace o další přístroje a otestování této platformy na vytvořených virtuálních zařízeních.This diploma thesis deals with the creation of the Virtual Measuring Instruments web application. This tool mainly enables us to simulate the real measuring instruments widely used in the laboratories of FEEC BUT. It is intended to serve students for initial acquaintance with specific devices. The theoretical part is focused on the research into the web applications programming and suitable programming languages to implement the proposed application are selected. Furthermore, the specific virtualized devices are described. The result of the experimental part consists in creating a universal application interface to extend the proposed application with other devices. Finally, the specific tests of the developed platform are presented.

A software based mentor system

This thesis describes the architecture, implementation issues and evaluation of Mentor - an educational support system designed to mentor students in their university studies. Students can ask (by typing) natural language questions and Mentor will use several educational paradigms to present information from its Knowledge Base or from data-mined online Web sites to respond. Typically the questions focus on the student’s assignments or in their preparation for their examinations. Mentor is also pro-active in that it prompts the student with questions such as "Have you started your assignment yet?". If the student responds and enters into a dialogue with Mentor, then, based upon the student’s questions and answers, it guides them through a Directed Learning Path planned by the lecturer, specific to that assessment. The objectives of the research were to determine if such a system could be designed, developed and applied in a large-scale, real-world environment and to determine if the resulting system was beneficial to students using it. The study was significant in that it provided an analysis of the design and implementation of the system as well as a detailed evaluation of its use. This research integrated the Computer Science disciplines of network communication, natural language parsing, user interface design and software agents, together with pedagogies from the Computer Aided Instruction and Intelligent Tutoring System fields of Education. Collectively, these disciplines provide the foundation for the two main thesis research areas of Dialogue Management and Tutorial Dialogue Systems. The development and analysis of the Mentor System required the design and implementation of an easy to use text based interface as well as a hyper- and multi-media graphical user interface, a client-server system, and a dialogue management system based on an extensible kernel. The multi-user Java-based client-server system used Perl-5 Regular Expression pattern matching for Natural Language Parsing along with a state-based Dialogue Manager and a Knowledge Base marked up using the XML-based Virtual Human Markup Language. The kernel was also used in other Dialogue Management applications such as with computer generated Talking Heads. The system also enabled a user to easily program their own knowledge into the Knowledge Base as well as to program new information retrieval or management tasks so that the system could grow with the user. The overall framework to integrate and manage the above components into a usable system employed suitable educational pedagogies that helped in the student’s learning process. The thesis outlines the learning paradigms used in, and summarises the evaluation of, three course-based Case Studies of university students’ perception of the system to see how effective and useful it was, and whether students benefited from using it. This thesis will demonstrate that Mentor met its objectives and was very successful in helping students with their university studies. As one participant indicated: ‘I couldn’t have done without it.