Collaborative learning and co-author students in online higher education: a-REAeduca – collaborative learning and co-authors

The technologies themselves cannot be analyzed as instruments per se, nor can they be exhausted in their relation with science. There is a social and even an individual dimension that affects our own way of relating to society. It is in open education that we have been developing our educational practices. This chapter presents a collaborative learning activity, the curricular unit Materiais e Recursos para eLearning, part of an on-line Master in Pedagogy of eLearning, Universidade Aberta, Portugal. In the present work, the authors dedicate their attention to co-learning and co-research, as processes that help to exemplify some situations, the a-REAeduca. The data collection was supported essentially by the content analysis technique.info:eu-repo/semantics/publishedVersio

Multimedia technologies and online task-based foreign language teaching-learning

Teaching and learning a foreign language at a distance implies many challenges, namely regarding oral skills. At Universidade Aberta (the Portuguese Open University), and taking into account its virtual pedagogical model (Pereira, 2007) and the Common European Framework of Reference for Languages (Alves, 2001), we suggest curricular paths which include online communicative practices, both oral and written, within the present pedagogical offer, following a student- centred, task-oriented approach. Thus, in this text, we share some examples of training activities in German, French and English, focusing on oral practice, and based on digital resources. These digital resources comprise multimedia materials, either produced by the teachers or the students, as well as other materials available on the web 2.0. Our teaching and research practice within the field of foreign languages and in e-learning, in particular, leads us to conclude that the multimedia resources used are suitable for the online teaching and learning of foreign languages (see third question of questionnaire), especially for professionally engaged adults, as is the case with Universidade Aberta’s students, providing them with real-life situations that foster the teaching-learning of languages in the virtual environment. We include responses to a questionnaire survey filled out by a group of students.info:eu-repo/semantics/publishedVersio

DIGITAL: multidisciplinary and multidimensional in the classrooms

In this paper our aim is to analyse and present some pedagogical paths that prefigure and guide the teaching-learning devices developed "around" the digital tools. In this context issues related to the implementation with teaching methodologies and teaching techniques acquire a new dimension due to the need of transpose them into online learning environments (technologies to teach to technologies to learn). This starting point is a deep understanding from the analysis of actors in the online learning process: student, teacher, platform and e- contents. Thus, it is our goal in this chapter to promote digital education, think of teaching methods, tools and learning processes, to adapted to eLearninginfo:eu-repo/semantics/publishedVersio

MOOC and OER: identity management

Open educational resources (OER) and massive open online courses (MOOC) are new and emerging issues in the international higher education context. Under the exponential growth of the supply of courses and related publications, the purpose of this chapter is to foster scientific discussion on the socio-cultural and economic impacts, as well as its technological and pedagogical implications. Supported by the methodological typology of bibliographical studies, systematized interpretative-critical analysis based on review of the concepts, and principles guiding OER and MOOC, the authors' reflections show that the enlargement terminologies without epistemological delimitation have provoked theoretical and practical mistakes. In the final considerations, the authors systematize broader problematizations around the open educational practices in universities aimed to five dimensions: spatio-time-content, theoretical models, principles of pedagogical innovation, economic aspects, and fundamentals of collaborative culture.info:eu-repo/semantics/publishedVersio

Mobile learning scenarios in language teaching: perceptions of vocational and professional education students

Mobile devices play a significant role in society, in general, and a very limited one at the different levels of education. Smartphones, tablets, and other mobile devices allows learning to occur anywhere, (and at) anytime. These powerful technological devices can enhance the teaching and learning processes by helping to promote collaborative and individual learning and broadening the boundaries of the classroom to different contexts of learning. Many students have mobile devices and their applications can provide access to learning outside the classroom, for greater flexibility and more dynamic learning. In this sense, the articulation of technological and methodological efforts allowed us to create learning scenarios supported by the devices that students take to the classroom (BYOD), and use them to motivate and involve students in meaningful learning. These devices offer the advantage of integrating various technologies in the curricular contents, such as in foreign and mother language courses, representing a set of possibilities of ubiquity that can have great impact on the learning process. Thus, we developed strategies with vocational and educational students’ methodologies, such as augmented reality, project-based learning, game-based learning, collaborative learning and gamification. In this text, we present the results of two mobile learning studies in teaching French as a foreign language (to 18-23 year-old-students) and Portuguese language, as a mother tongue (to 15-19 year-old-students), in vocational education, implemented as a mediation tool in education to promote the construction of learning and development of significant skills of collaborative work. From the data collection, through a questionnaire, with open and closed questions, we highlight the favorable perception of the students to the integration of mobile devices in learning, and the recognition of the benefits of the teaching strategies used throughout the year, in the increase of curricular learning.info:eu-repo/semantics/publishedVersio

Open teaching practice: reflections on the use of OER educational activities

This article presents results from a study carried out with Brazilian and Portuguese professors whose objective was to understand the dynamic of using and sharing online resources in their pedagogical practices. With a qualitative foundation, the instruments for data collection were online surveys and interviews recorded with professors. After reflecting on the main challenges faced, the presentation of recommendations could collaborate towards encouraging producing and sharing Open Educational Resources (OER) and, consequently, broadening the democratization of knowledge.info:eu-repo/semantics/publishedVersio

Achieving goal 02 of the United Nations' millennium development goals : problems and prospects for Brazil : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Education at Massey University

To help fight inequalities and other factors that negatively affect its education system, the Brazilian government has signed many agreements with international agencies, among which are the Millennium Development Goals (MDGs) established by the United Nations (UN). Through analysis of the world scenario and the global initiatives towards education, this study aims to draw a correlation between the completion of Goal 2 of the MDGs, i.e., achieve universal primary education, and the problems and prospects for Brazil. Indeed, the importance of education to society is unquestionable as it influences many different aspects of life, by helping combat poverty, aiding in development and assisting in health issues, among others. Furthermore, it is crucial not only to the personal development of individuals, but it also provides greater understanding of social rules, which increases understanding of diversity. In a country as big and diverse as Brazil, it is fundamental to take into consideration the cultural, geographic and socio-economic differences in order to find solutions that can be used towards the development of the country. Although the Brazilian government has taken effective measures to ensure that all children have access to primary education, the same cannot be said about its quality, as the numbers in educational exclusion in the country are staggering, with more than 16 million illiterates. The major issues relating to education in the country have to do with the poor quality of what is being provided to the students, and the present study points to many factors that help explain this situation. High repetition and dropout rates mark the country's education system, making it crucial to develop strategies and measures that will assure that students learn effectively. Nevertheless, Brazil's decentralised education system makes it hard to put in practice national changes and implement policies that could help improve the quality of education. Drawn widely from analysis of figures from the Brazilian 2005 school census, the findings revealed that there are many issues that still need to be addressed in order to guarantee that Brazilian students have an equal and just opportunity to learn

Alpha band oscillations track temporal orienting of attention

Introduction: Recent investigations using field-potential recordings in visual and auditory cortices have shown that oscillatory activity in neuronal ensembles become entrained to the timing of rhythmically presented stimuli according to their modality and location (Lakatos, Chen et al. 2007; Lakatos, Karmos et al. 2008; Lakatos, O'Connell et al. 2009). In spite of the evidence showing the role of brain oscillations on forming predictions about forthcoming sensory events (for a review (Engel, Fries et al. 2001), little is known about the role of such oscillations in the temporal orienting of attention (Nobre 2001; Coull and Nobre 2008). To test the effect of temporal orienting of attention on early perceptual processing, motor selection, and anticipatory low frequency oscillation (alpha waves), we analysed EEG data from healthy adults participants who were performing a visual perceptual discrimination task of targets preceded by rhythmic spatio-temporal cues.

Methods: EEG was recorded continuously from 30 healthy, right-handed participants [mean age, 23.9 years (SD, 4.9 years); range, 19–32 years; 9 males], using a 34 Ag/AgCl electrodes at 1000Hz (AFZ ground, right mastoid reference) in an electrically shielded room. The task consisted of rhythmic stimuli that cued participants to the time and location that a subsequent target stimulus would occur after an occlusion (Fig. 1). At the beginning of each trial, a stimulus (ball - diameter:1.0°) appeared on the upper (50%) or lower (50%) left side of the screen and moved across the screen in a diagonal spatial trajectory of seven steps (200 ms for each step). Temporal orienting was induced by manipulating the SOA of each stimuli in three different conditions: fast (400 ms), slow (800 ms) and neutral, where the SOA within a trial was unpredictable, and varied randomly between 300-900 ms. Upon reaching an “occluder”, the ball disappeared for 600 (short occlusion) or 1400ms (long occlusion). When it reappeared on the right-hand side of the occluder, it contained an upright or tilted cross (200 ms, for which participants were required to discriminate the target, using a button-press response with either their right or left hand accordingly. The time-frequency analysis was performed in unfiltered continuous data, epoched from -700 to 1800 ms relative to the beginning of the occlusion period. Data from 12 participants had to be excluded from the analysis due to excessive artifacts in the EEG recordings or poor behavioural performance (accuracy < 60%). A multitaper time–frequency transformation was applied to all electrodes in each trial. This transformation produced an estimation of oscillatory power for each time sample and frequencies between 4 and 20 Hz. Alpha power (8 to 14 Hz) values were extracted from the epochs and submitted to a repeated-measures. All frequency analysis was done using Fieldtrip package ("http://www.ru.nl/fcdonders/fieldtrip/":http://www.ru.nl/fcdonders/fieldtrip/) for MATLAB (MatWorks).

Results: To test the effect of reorienting of attention in time we analyzed alpha band oscillations during the long occlusion period. In this way we can observed the reorienting effect in the invalid (fast) trials, when participants have to shift their attention to the long occlusion given that the target did not appear after the expected cued (short) interval. This result reveals an alpha desynchronization preceding the expected target (blue dashed line). When comparing these oscillations within the same period for the slow (valid) rhythm, we observed that this desynchronization in alpha is only present when preceding by a fast, but not slow, rhythm [F(1,17) = 3.85; p = 0.029]. As can be observed in Figure 2, in the valid condition (slow rhythm) there is also a desynchronization of alpha preceding the cued late target. However, if we compare the alpha oscillations preceding the appearance of the later presented target for the valid and invalid temporal cues, no significant difference is observed [F(1,17) = 0.31; p = 0.905]. 
 
Conclusion: Our findings support the hypothesis that temporal orienting can also modulate brain oscillations, specifically in the alpha range. Importantly, we showed that in the invalid (fast) condition, in which participants were prepared for a target presentation after a short occlusion, there was also a preparation for the presentation of the later target. This indicates that participants were able to reorient their attention to the second interval given that the target fail to appear after the short (expected) occlusion.

References:
Coull, J. and A. Nobre (2008). "Dissociating explicit timing from temporal expectation with fMRI." _Current Opinion in Neurobiology_ 18(2): 137-44.
Engel, A. K., P. Fries, et al. (2001). "Dynamic predictions: oscillations and synchrony in top-down processing." _Nature Reviews Neuroscience_ 2(10): 704-16.
Lakatos, P., C. M. Chen, et al. (2007). "Neuronal oscillations and multisensory interaction in primary auditory cortex." _Neuron_ 53(2): 279-92.
Lakatos, P., G. Karmos, et al. (2008). "Entrainment of Neuronal Oscillations as a Mechanism of Attentional Selection." _Science_ 320(5872): 110-113.
Lakatos, P., M. N. O'Connell, et al. (2009). "The leading sense: supramodal control of neurophysiological context by attention." _Neuron_ 64(3): 419-30.
Nobre, A. C. (2001). "Orienting attention to instants in time." _Neuropsychologia_ 39(12): 1317-28.
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The Amazon and climate

The climatologies of cloudiness and precipitation for the Amazon, are reviewed and the physical causes of some of the observed features and those which are not well known are explained. The atmospheric circulation over the Amazon is discussed on the large scale tropical circulations forced by deep diabatic heating sources. Weather deforestation which leads to a reduction in evapotranspiration into the atmosphere, and a reduction in precipitation and its implicated for the gobal climate is discussed. It is indicated that a large scale clearing of tropical rainforests there would be a reduction in rainfall which would have global effects on climate and weather both in the tropical and extratropical regions