Browsing by Author "Cardoso, Teresa"
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- Algumas configurações de didacticidade em chats como tarefa em aula de língua estrangeiraPublication . Cardoso, Teresa; Melo, Sílvia; Rebelo, IdaNo inÌcio deste novo sÈculo continua a ser pertinente a afirmaÁ„o de Boaventura Sousa Santos, tantas vezes invocada nas v·rias ediÁıes de um seu Discurso sobr e as CiÍncias , porque vivemos, de facto, numa ìsociedade de comunicaÁ„o e interactivaî (Sousa Santos, 2002: 6). Contudo, n„o pretendemos aqui elaborar um discurso sobre as ciÍncias, nem t„o pouco discursar sobre a sociedade de comunicaÁ„o. O desafio que nos colocamos prende-se antes com a (re)descoberta da didacticidade.
- Designing integrated biorefineries supply chain: combining stochastic programming models with scenario reduction methodsPublication . Paulo, Helena; Cardoso, Teresa; Relvas, Susana; Barbosa-Povoa, AnaThis paper addresses the design and planning of integrated biorefineries supply chain under uncertainty. A two-stage stochastic mixed integer linear programming (MILP) model is proposed considering the presence of uncertainty in the residual lignocellulosic biomass availability and technology conversion factors. Nevertheless, when the scenario tree approach is applied to a large real world case study, it generates a computationally complex problem to solve. To address this challenge the present paper proposes the improvement of the scenario tree approach through the use of two scenario reduction methods. The results illustrate the impact of the uncertain parameters over the network configuration of a real case when compared with the deterministic solution. Both scenario reduction methods appear promising and should be further explored when solving large scenario trees problems.
- Mobile learning and education: synthesis of Open Access researchPublication . Cardoso, Teresa; Abreu, RenatoIn a global and mobile society characterized by the possibility of portability, mobile devices are no longer accessories, but they are rather resources that we cannot do without. In fact, nowadays no one seems willing to give up these tools recognizing its potential in various fields. For instance, they allow not only to shorten various distances but also to respond to different situations of our daily life, and also, of course, they provide moments of leisure and entertainment. Thus, combining all these attributes and to benefit from them in education seems obvious. However, to what extent and how are mobile devices integrated in education? Is mobile learning or m-learning a reality? Or a fiction, instead? Therefore, the present study aims at clarifying these issues through a literature synthesis of research available in online databases. In this state of the art, m-learning is briefly characterized, namely, by describing some of its particular types and environments and also by a SWOT analysis. Students and teachers’ perceptions and practices on m-learning were also identified. We further identified determining factors that both students and teachers consider important in the use of mobile devices and in the acceptance of mobile learning. In short, the systematization of the analyzed literature summarizes experiences that promoted changes in both the alphabetization and digital literacy of the whole participating school communities. One can conclude that m-learning is a research area with a recent past, a dynamic present, and a promising future.
- Mobile learning and health education: how students of biomedical laboratory sciences use their mobile devicesPublication . Cardoso, Teresa; Abreu, RenatoMobile Learning (M-learning) is an emerging area of distance education that takes advantage of the ubiquitous power of mobile devices, enabling the teaching and learning process by increasing access to information and supporting different types of learning. This article is part of a larger study, exploratory and descriptive, in which the use of mobile devices as a mediation tool in the teaching and learning process in a Portuguese higher school of health was analyzed. The instrument of data collection was a survey, which, in this case, 634 students responded to, with the aim of describing their use of mobile devices in learning contexts. From the data analysis, we perceive that the students mostly acquired their first mobile device at the age of 10 years old. Of these 98% use the Smartphone, mobile phone and tablet every day, and these mobile devices are of the following brands: Samsung (33%), Apple (15%), and Nokia (10%). The Android operating system prevails (70%) over iOS (15%). The features of the mobile devices most used by the students were SMS, alarm clock, and Internet access, with percentages of use greater than or equal to 90%. The importance attributed to the Apps for study and learning is indifferent or rejected for 72% of students. We can conclude, on account of our results, that the participants have, according to our perspective, the two conditions necessary to engage in mobile learning, namely: (i) positive perceptions about mobile devices, essentially in their ability to provide pedagogical advantages; (ii) owning a mobile device, meaning it is possible to implement a Bring your OWN device (BYOD) strategy.