Efficient and Playful Tools to Teach Unix to New Students

Teaching Unix to new students is a common tasks in many higher schools. This paper presents an approach to such course where the students progress autonomously with the help of the teacher. The traditional textbook is complemented with a wiki, and the main thread of the course is a game, in the form of a treasure hunt. The course finishes with a lab exam, where students have to perform practical manipulations similar to the ones performed during the treasure hunt. The exam is graded fully automatically. This paper discusses the motivations and advantages of the approach, and gives an overall view of the tools we developed. The tools are available from the web, and open-source, hence re-usable outside the Ensimag.Comment: ITiCSE, Darmstadt : Germany (2011

Da História para a rua: jogos, mobilidade e compreensão histórica

Da história para a rua pretende destacar o carácter espacial e contextual do conhecimento histórico fundamentado numa abordagem baseada em problemas. No presente artigo reflectiremos sobre a relação entre espaço, mobilidade, jogos e história começando por interpelar a noção de conhecimento histórico, a sua relação com o espaço(s) e o tempo(s) num contexto de mobilidade, destacando a importância das acções localizadas em contextos reais para a desenvolvimento do pensamento histórico e de como este se relaciona com uma experiência de jogo móvel. Após análise de dois projetos de investigação realizados nos EUA e na Holanda, com jogos móveis e a sua relação com a compreensão histórica dos espaços, introduziremos as nossas opções gerais para o desenvolvimento de um proto conceito de um “pervasive game” sobre a Alta Desaparecida de Coimbra

Fora de jogo: compreensão histórica e jogos digitais

Equacionar a exploração de experiências de jogo de jogos digitais baseados em simulações, para promover a compreensão e análise da complexidade dos processos históricos pode apresentar-se como uma proposta em claro “fora de jogo”. Afinal a história é uma área onde a criteriosa análise de evidências, corroboração e contextualização, é fator indispensável para a produção de conhecimento e, por outro lado, os jogos digitais são um produto de entretenimento, parte da cultura popular, onde a verosimilhança histórica é facilmente preterida a favor da manutenção de um divertimento. O presente artigo pretende contextualizar os desafios colocados à utilização deste meio de comunicação na divulgação e aprendizagem da história, destacando as características ímpares que o tornam incontornável ao abordar a problemática da compreensão de fenómenos complexos no âmbito da história. Apresentar-se-ão resultados de experiências de jogo com o título Portugal 1111-A conquista de Soure e como estas foram potenciadoras do desenvolvimento de uma compreensão histórica onde a problematização, contextualização e corroboração é pedra de toque

Peningkatan Hasil Belajar Tema 7 Melalui Model Pembelajaran Inquiry Pada Siswa Kelas 5 Sdn Cebongan 01 Salatiga Semester II Tahun 2018/2019

Penelitian ini bertujuan untuk mendeskripsikan langkah-langkah penerapan model pembelajaran Inquiry dan mengetahui peningkatan hasil belajar tema 7 muatan IPS, Bahasa Indonesia dan IPA pada siswa kelas 5 di SDN Cebongan 01 Salatiga. Jenis penelitian menggunakan Penelitian Tindakan Kelas (PTK). Teknik pengumpulan data yaitu observasi dan tes hasil belajar. Alat yang digunakan dalam pengumpulan data adalah lembar observasi dan soal-soal tes yang kemudian dianalisis dengan cara deskriptif kuantitatif. Hasil penelitian menunjukkan peningkatan persentase rata-rata hasil belajar. Hal ini ditunjukan dengan peningkatan hasil belajar siswa dari prasiklus yang hanya 8 siswa meningkat menjadi 14 siswa tuntas dengan rata-rata 72 pada siklus I. Pada siklus II siswa yang mencapai KKM mencapai 17 orang dengan rata-rata 78,28. Berdasarkan hasil penelitian dapat disimpulkan bahwa model pembelajaran Inquiry dapat meningkatkan hasil belajar tema 7 muatan IPS, Bahasa Indonesia dan IPA pada siswa kelas 5 di SD Negeri Cebongan 01 Salatiga

Struggle for Change – Process of Urban Transformation of Koroska Street in Maribor

The function of city streets has been in recent century mainly focused on the movement. This has often resulted in urban spaces dominated by motor vehicles to the extent that they failed to make a positive contribution to the quality of life in the city. Nevertheless, in recent decades a noticable effort has been made to change the use and design of city streets so they could host a broader variety of functions thus becoming more user-friendly and sustainable. However the process of introducing change is often considered long-term and difficult, accompanied with hot public debates. The purpose of this study is to highlight the broad range of the processes leading to substantial transformation and reuse of city streets, ranging from the political top-down approaches to the more recent bottom-up community led approaches using tactical urbanism. Theoretical part is supported by the casestudy presenting the processes and attempts of urban transformation of Koroška street in Maribor through the period of two decades. The study shows the multitude of approaches trying to redesign the oldest street in Maribor, ranging from classic urban planning, architectural competition, interdisciplinary approach in the frame of Actors of urban change project, toward tactical urbanism and monitoring of traffic flows within the European mobility week 2015. In conclusion, the transformation processes of city streets can be successfully supported by civil initiatives, but the most decisive factor remains a clear vision and determination to facilitate change by the public administration

John Tzetzes and the blemish examiners : a Byzantine teacher on schedography, everyday language and writerly disposition

The paper focuses on John Tzetzes (ca. 1110-after 1166), a well-known teacher and scholar of the Komnenian era, with the aim of examining two issues. On the one hand, Tzetzes’ opinions about the teaching practice of schedography are collected and analysed, while, on the other, his opinions about everyday language and its possible uses are scrutinised through a close reading of many different passages from his works. In particular, the long epilogue of his Theogony (with its three parts united for the first time on the printed page), written for the sebastokratorissa Eirene around the middle of the Twelfth Century, is discussed in detail as a unique source of debate on what is the appropriate way of addressing and writing for audiences of different social and educational status. The analysis and interpretation of the texts demonstrates that the “idiosyncratic” personality Tzetzes shows in his writings is not a purely personal matter, but is strongly related to the competitive environment of the capital and to Tzetzes’ “middle-class” position in the Constantinopolitan society. The paper also demonstrates that the boundaries of usage between “learned” and “colloquial” discourse are quite fluid and this fluidity can be used in certain contexts to the advantage of a teacher in promoting his status and financial success, or to his disadvantage if he has to defend his choices against a rival. The paper ends with a broader analysis of the term oijkonomiva used by Tzetzes in the Theogony epilogue and of the meaning of this term within the system of literary patronage under the Komnenoi