Ana Moura Santos

Dedicada à temática da Educação Aberta e ao seu contributo para "abrir a educação" em Portugal, apresentam-se quatro casos de boas práticas e experiências em curso nas instituições: o caso do Instituto Superior Técnico, com a sua experiência na área STEM ; o caso do Instituto Politécnico de Setúbal com a experiência dos MOOCs Scratch e Tópicos de Matemática Elementar; o caso da Universidade Aberta com os MOOCs Alterações Climáticas e o Contexto das Experiências de Vida, Competências Digitais para Professores e Lisboa e o Mar: uma história de chegadas e partidas, e o caso da FCT- FCC com a proposta do projeto nacional MOOC Portugal. Este painel integra-se no eL@IES2015, 5º Encontro de Instituições e Unidades de eLearning do Ensino Superior dedicado ao tema da Inclusão no eLearning.Instituto Politécnico de Leiria, Universidade de Coimbra e LE@D - Laboratório de Educação a Distância e eLearning da Universidade Aberta.info:eu-repo/semantics/publishedVersio

This paper presents a case study of a regular course in Mathematics, offered every academic term to about 1,500 STEM students of the Instituto Superior Técnico of Lisbon. The main concerns for this course are the low approval and high dropout rates. A new approach, called Online Electronic Quizzes with Random Parameters, based on formative assessment was introduced to run alongside the already adopted summative assessment. The ultimate goal of our work was to map and understand students’ weaknesses and then invite professors and staff to discuss and suggest solutions to support students’ learning. Preliminary results show that the proposed approach contributed to increase students’ performance and approval rates in approximately 11% of the cases.

This article presents an in-depth analysis and comparison of two computer science degree offerings, viz., the Bologna BSc in Information Systems and Computer Engineering, offered by the Instituto Superior Técnico of the University of Lisbon, Portugal, and the BSc in Computer Science offered by the Pontifical Catholic University of Rio de Janeiro, Brazil. The analysis is based on the student transcripts collected from the academic systems of both institutions over circa one decade. The article starts with a description of the degrees and global statistics of the student population considered. Then, it presents a comparative analysis of the curricula, which focuses on how close students follow the recommended curricula, based on data visualization techniques and academic performance indexes. The indexes indicated a mismatch between the semesters that the curricula recommend for the courses and the semesters that students enroll in those courses. Furthermore, a visualization of course ...

From June 22 to June 24, 2021, Hasso Plattner Institute, Potsdam, hosted the seventh European MOOC Stakeholder Summit (EMOOCs 2021) together with the eighth ACM Learning@Scale Conference. Due to the COVID-19 situation, the conference was held fully online. The boost in digital education worldwide as a result of the pandemic was also one of the main topics of this year's EMOOCs. All institutions of learning have been forced to transform and redesign their educational methods, moving from traditional models to hybrid or completely online models at scale. The learnings, derived from practical experience and research, have been explored in EMOOCs 2021 in six tracks and additional workshops, covering various aspects of this field. In this publication, we present papers from the conference's Experience Track, the Policy Track, the Business Track, the International Track, and the Workshops.

Several properties of the polyharmonic Bergman space over the upper-half plane are described partially based on some special properties of the two-sided compression of the Beurling-Ahlfors transform. We introduce the geometrically clear decomposition of polyharmonic Bergman spaces into the orthogonal sum of its true polyharmonic Bergman subspaces and we state isometric isomorphisms between the different true polyharmonic Bergman spaces. This allows us to define the k-th harmonic Hilbert component of a function u in the polyharmonic Bergman space. We then prove closed formulas for the reproducing kernel functions of the true poly-harmonic and the polyharmonic Bergman spaces. The harmonic complex Fourier transform is introduced in order to give an explicit description of the cartesian and the Laguerre harmonic components of the images of a Bargmann type transform for the true polyharmonic Bergman spaces. Finally, it is proved that the polyharmonic Bergman space of order j is isometric...

We prove Paley–Wiener theorems for the true poly-Bergman and poly-Bergman spaces based on properties of the compression of the Beurling–Ahlfors transform to the upper half-plane. An isometric isomorphism between j copies of the Hardy space and the poly-Bergman space of order j is constructed.

Educational Escape Games are active learning strategies, as students solve problems related with the curriculum content to “escape” from the physical place where they are “locked”. This paper describes the implementation of two Escape Games aimed at Computer Science undergraduate students, at Instituto Superior Técnico, University of Lisbon. The procedure followed to create the games is presented and both activities are described and evaluated. Also, tips for teachers willing to build similar Educational Escape Games are suggested. Our goal was to understand: a) if students are motivated to this kind of learning experience; b) if students are aware of the possible learning gains when participating in these activities; c) if students do, effectively, feel that they have learned something; d) which are the achievements of this kind of activities (perceived by the teachers). Considering the feedback given by students, they do engage in this kind of activity, are aware of the learning gains and do feel it was a fruitful learning experience. In addition, and despite being time-consuming, this activity was considered a success by the teaching staff / organizing team.

In the context of the Fostering Women to STEM MOOCs (FOSTWOM) project, we present here the general ideas of a gender balance Toolkit, i.e. a collection of recommendations and resources for instructional designers, visual designers, and teaching staff to apply while designing and preparing storyboards for MOOCs and their visual components, so that future STEM online courses have a greater chance to be more inclusive and gender-balanced. Overall, The FOSTWOM project intends to use the inclusive potential of Massive Open Online Courses to propose STEM subjects free of stereotyping assumptions on gender abilities. Moreover, the consortium is interested in attracting girls and young women to science and technology careers, through accessible online content, which can include role models' interviews, relevant real-world situations, and strong conceptual frameworks.

The project IEEE-IST Academic is an initiative of the IEEE Student Branch at Instituto Superior Tecnico IST and since its beginnings May 2012 counts with the collaboration of several professors of IST. Organized by course topics, the first Academic videos offer all undergraduate students at IST complementary materials to most of the Mathematics undergraduate courses, Computer Sciences Introductory Course, Chemistry and Electronics. The students technical team is responsible for the capture, processing and edition of the materials, and is also in charge of the design and back office of the IEEE-IST Academic portal. The videos are designed to be accessed from several platforms, such as: laptops, tablets, smartphones, and extensively make use of visualization and 3D graphics 3D. The Academic videos are designed to be more close to the courses syllabus at IST, but can easily be a future reference for other Portuguese, Brazilian and European schools of Engineering, Science and Technology.

ABSTRACT A class of diffraction problems for the two-dimensional Helmholtz equation is studied where the boundary conditions on a canonical screen contain oblique derivatives. The problem in weak formulation is reduced to a system of pseudodifferential equations on a half-line. The Fredholm property is characterized in dependence of the parameters, index formulas are given, and, if necessary, a normalization of the problem is implemented. © 1997 by B.G. Teubner Stuttgart–John Wiley & Sons Ltd.

Resumo: Desde o seu aparecimento, em 2008, os Massive Open Online Course (MOOC), têm vindo a gerar um interesse considerável no ensino superior a nível mundial, tornando-se fundamental refletir, tanto do ponto de vista pedagógico, como do ponto de vista tecnológico e mesmo dos conteúdos abordados, sobre os procedimentos envolvidos na sua conceção e desenvolvimento. É nesse âmbito que se apresenta o presente trabalho, parte integrante de um projeto mais abrangente de levantamento de boas práticas e de linhas de ação para o desenho, planeamento e produção de MOOC no contexto do ensino superior em Portugal. Debruçamo-nos em concreto sobre o desenho de conteúdos em formato de vídeo, apresentando uma análise dos tipos de vídeo e respetivos estilos de realização, a partir duma amostra recolhida em alguns projetos internacionais mais recentes. O objetivo é sistematizar princípios orientadores e listar boas práticas de desenho e produção de vídeos para este tipo de formação online. Com base...

We describe an assessment strategy that helped to ensure high participation levels together with a relevant certification in a MOOC Mathematics course. We report on the first running of the Markov Matrices course making emphasis on the preparation of exercises with random parameters for graded weekly tests. A brief description is given of forum interactions during self-assessment moments followed by a discussion how quizzes and assessment tests positively influenced the MOOC completion rates.

The invertibility of convolution type operators on unions of intervals is studied. Sufficient conditions of invertibility for some classes of these operators are established. Solvability results forn-term corona problems are obtained using two different approaches: one involving reduction ton-1 Riemann-Hilbert problems in two variables and another involving reduction to two-term corona problems. The invertibility of the convolution operators on a

Motivated by the pursuit of academic excellence, Higher Education Institutions are increasingly using their students data in order to understand and improve their processes, courses, degree curricula, etc. When properly used, the empowerment reached by using data to support the decision-making processes, could provide a competitive advantage facing the international rankings. Market Basket Analysis, a very important data mining technique originated in retail sales analysis, will be applied to the analysis of the mathematics undergraduate degree of Instituto Superior Técnico, Universidade de Lisboa, using as input student curriculum footprints.

Extended Abstract. During the fall semesters of last two academic years, a MOOC Técnico online course was used to support a flipped-classroom strategy, which involved circa 180 on-campus first-year students enrolled in a regular Linear Algebra (LA) course at Instituto Superior Técnico (IST), the largest Portuguese school of Architecture, Engineering, Science, and Technology, integrated in Universidade de Lisboa. The proposed flipped-classroom strategy, mainly supported by a Massive Open Online Course (MOOC) about Eigenvalues (vapX) 1 , is based on the assumptions that during five weeks out of the 14 weeks of the LA semester students are exposed to course curriculum outside the classroom (watching videos and interacting with MOOC's contents and quizzes) and come to campus to discuss with each other and with the teacher. This innovative experience in IST campus was designed, implemented, monitored and validated in collaboration with MOOC Técnico pedagogical team. The starting point for the instructor and MOOC's team [2, 4], was the strong belief that a well-designed and accessible MOOC 2 together with an highly motivated instructor, who is eventually the teacher responsible for the on-campus course, is capable of foster autonomy, confidence and cooperation with and between students in learning activities out-and in-classes. However, the experience encounter several constrains, and the goal of the present talk is to discuss some working strategies that we were able to implement successfully, and also to receive possible feedback from the audience during the talk. Although, based on detail data from students' answers to online post-course questionnaires, interviews, and collected data from the final grades of the enrolled in LA first-year students the experiment can be classified as positive, over the two-year implementation we clearly identified the following four types of obstacles to the flipping of the class: institutional resistance, course and content restrictions, situational constrains and students' psychological factors (as identified in [8]). In this case of study, the first resistance to overcome consisted in having the department's support to go outside the general norm of lecturing. The LA teacher was facing review and criticism by others within the Department of Mathematics which is not the usual rule. The reason for this is mainly a conservative approach to teaching and the idea that lecturing has always as a consequence learning. The second obstacle concerned the choice of each part of LA curriculum should be flipped. The decision was made for eigenvalues and eigenvectors because it's a topic with many applications, sometimes difficult to understand because of the connections between the several concepts. However, flipping almost all lectures onto MOOC short videos, keeping the same logic of three regular one-hour lectures within a University curriculum, forced to concision which ended up sometimes with presenting definitions and theorems with less examples than in a face-to-face usual lecture.