TrapSimulator é uma ferramenta didática de simulação de corrente elétrica sob efeito do ruído Random Telegraph Noise, presente nos dispositivos eletrônicos semicondutores, mais precisamente em transistores de efeito de campo. Esta ferramenta possibilita a execução de simulações rápidas, de fácil visualização e usabilidade, isto porque, além de ser um software de código aberto, disponibilizado sob licença Gnu Generic Public License, é acessível através de um simples navegador de internet. Seu propósito principal é levar ao ambiente de sala de aula, uma forma de visualização do ruído no domínio do tempo e frequência, utilizando uma infraestrutura básica, presente na maioria das universidades. TrapSimulator implementa em seu algoritmo, métodos de simulação de um vetor que representa a corrente Id(t) sob efeito de ruído citado anteriormente. Este ruído é modelo conforme o conceito Trapping De-Trapping, o qual afirma que a causa da flutuação do nível de corrente é devida a captura e emissão de portadores por defeitos localizados no dielétrico dos transistores, próximo à interface entre este e o canal ativo do dispositivo. A motivação por executar este trabalho se dá pelo interesse em contribuir com o aprendizado de estudantes de graduação da área de Engenharia Elétrica e Eletrônica. Baseando-se numa metodologia empregada no ensino tecnológico, chamada de Aprendizagem Baseada em Projetos, este trabalho propõe um processo cognitivo mais atuante, priorizando a busca mais ativa pelo conhecimento. / TrapSimulator is a current simulation didactic tool under Random Telegraph Noise effect, present in electronic semiconductor devices, more precisely in field effect transistors. This tool makes it possible to perform fast, easy-to-view and usability simulations, because it is open source, made available under a Gnu Generic Public License, accessible through a simple web browser. Its main purpose is to take the classroom environment, a way of noise visualizing in the time and frequency domain, using a basic infrastructure, present in most universities. TrapSimulator implements in its algorithm, simulation methods that represents the ID(t) current vector under noise effect quoted above. Random Telegraph Noise is modeled according to the Trapping De-Trapping concept, which establishes that current level fluctuation is due to carriers capture and emission by defects located at dielectric region, next to active channel on semi-conductor devices. The work motivation is due to the desire to contribute to the undergraduate students learning in Electrical and Electronic Engineering area. Based on methodology used in technological teaching, called Project-Based Learning, this work proposes a cognitive process more directed to making hands on, the most active search for knowledge.

Enquanto caminhamos para a terceira década no século XXI, o mundo enfrenta problemas expressivos e complexos, interligando desenvolvimento e estilo de vida, sem esquecer alguns desafios um pouco mais urgentes, como o aumento das desigualdades sociais, desmatamento e desaparecimento de espécies, mudanças climáticas, qualidade e escassez de água, e segurança alimentar. Ainda que possamos identificar os resultados do modelo positivista e mecanicista de desenvolvimento adotado, em especial no mundo ocidental, temos sido incapazes de agir para evitar a destruição do planeta. A educação popularizada nos últimos séculos, com o objetivo de sustentar e promover o modelo de desenvolvimento em questão, enfrenta um movimento global de contestação, e tampouco tem conseguido evoluir. Frente a esse panorama, este estudo, de caráter exploratório, faz uso da teoria da Educação Sustentável como ponto de apoio para propor uma metodologia de Aprendizagem Baseada em Projetos (ABP) em turmas do curso de Administração de Empresas, e compreender os efeitos da ABP quando aplicada no ensino de Sustentabilidade. A Teoria da Aprendizagem Experiencial (TAE) dá o suporte teórico para o entendimento dos processos vividos pelos participantes da pesquisa. Para viabilizar a concepção, aplicação e acompanhamento dos resultados e verificar a percepção dos discentes, a metodologia utilizada foi a Pesquisa Ação Participante (PAP). Durante os doze meses de pesquisa no campo, foi possível desenvolver dois ciclos de aplicação da ABP, onde mais de 150 alunos construíram projetos que se propuseram ultrapassar os muros da universidade e influenciar a comunidade, tendo a sustentabilidade como tema transversal e conector das propostas desenvolvidas O estudo apoia-se na percepção dos alunos, através de processos contínuos de feedback e recursivos de adaptação da metodologia, para refinar a proposta metodológica de aplicação da ABP e verificar a percepção dos alunos com relação à proposta desenvolvida. Ainda que haja estranhamento por parte dos estudantes em um primeiro momento (a característica mais progressista da disciplina, que coloca o aluno em uma posição de protagonismo, em muitos casos induz à incapacidade ou não interesse em exercer esse papel), ao final do semestre, após repetidos processos de reflexão sobre a experiência vivida, o desconforto em geral é ressignificado como aprendizado. Tal qual a TAE e a PAP, a proposta desse trabalho é avançar no entendimento das formas e resultados possíveis de serem atingidos com o uso da ABP tendo a sustentabilidade como contexto, porém tendo clareza sobre a complexidade da temática e a recursividade do processo de aprendizagem e sobre espaços para melhorias e adequações da metodologia. Esperamos que esse movimento possa inspirar outros colegas docentes a fazer uso da ABP ou outras metodologias ativas que ajudem na transformação urgente e necessária que vivemos hoje. / As we move towards the third decade of the 21st century, the world faces significant and complex problems involving development and lifestyle, added by some more urgent challenges, such as increase in social inequalities, deforestation and extinction of species, climate change, and water scarcity and food safety. Although we can identify the results of the positivist and mechanistic model of development adopted in the Western world in particular, we have been unable to act in order to prevent the destruction of the planet. The education popularized in recent centuries with the aim of supporting and promoting the development model mentioned is being challenged in a global scale and has not been able to evolve. This exploratory study makes use of the Sustainable Education theory as a fulcrum in order to propose a Project-Based Learning (PBL) methodology in business administration courses and understand the effects of PBL when applied to sustainability teaching. The Theory of Experiential Learning (TEL) gives the theoretical support for understanding the processes experienced by the study subjects. Participant Action Research (PAR) was used as methodology to facilitate the design, implementation and monitoring of results, and verify the perceptions of students. During the twelve months of field research, it was possible to develop two application cycles of PBL, where more than 150 students built projects targeting a public wider than the university community, using sustainability as an overarching theme connecting propositions The study is based on the students' perception through continuous feedback and recursive processes of methodology adaptation in order to refine the methodological proposition of application of PBL and verify the students' perception regarding the proposition developed. Although the students were initially uncomfortable (given the progressive characteristic of the course, which puts the student in a position of prominence, often making students feel unable to or not interested in playing this role), this discomfort is generally resignified as learning at the end of the semester, after repeated processes of reflection on the experience. Similar to TEL and PAR, the intention of this thesis is to advance our understanding of the forms and results achieved with the use of PBL having sustainability as context, while being aware of how complex the theme is and how recursive the learning process is. We also acknowledge that there is room for improvement and adaptation of the methodology. We hope that this initiative may inspire fellow educators to make use of PBL or other active methodologies in order to assist them in the urgent transformation which is needed today.

This study focused on investigating students’ complex L2 motivational systems in an equally complex educational environment. It analyzed students’ motivation while learning Spanish in a Language for Specific Purposes (LSP) course taught in a student-centered technology-enhanced classroom at a university in the Midwest. The innovative curriculum for the course emphasized student interaction, and revolved around the development of a collaborative entrepreneurial wiki project. This study addressed the expanding call for considering motivation as multidimensional, changing and contextualized (Crookes & Schmidt, 2006; Dörnyei, MacIntyre, & Henry, 2015) by steering away from simplistic cause–effect quantitative paradigms. It addressed the topic through the lens of Complex Dynamic Systems Theory (CDST) and utilized two contemporary L2 motivation frameworks for making sense of the data: the L2 Motivational Self System (L2MSS) (Dörnyei, 2005, 2009), and Directed Motivational Currents (DMCs) (Muir & Dörnyei, 2013; Dörnyei, Ibrahim, & Muir 2015). It adopted in-depth qualitative case study methodology to answer the following research questions: 1. How can students' L2 motivations be described while learning Business Spanish through an innovative curriculum? 2. What are the factors affecting students’ L2 motivations throughout the course? Four students enrolled in this class during the Fall 2015 were randomly selected as the participants for this study. Data were collected throughout the academic semester and included: 1) four in-depth interviews with each student; 2) the work students developed collaboratively on the wiki; 3) course evaluations submitted to the instructor of the course; 4) students’ academic records and 5) classroom observations of the times students worked on the wiki. Findings revealed that the self system interacted with the motivational system of students in this class, and was determinant in guiding their motivational trajectories throughout the semester. The self system was also instrumental in shaping experiences students had related to the elements of the immediate L2 learning context. Moreover, factors stemming from the immediate L2 context that fulfilled students’ self-concordant goals were also instrumental in keeping students engaged with the process of learning; and completing the wiki project became a shared goal for students in each group. These factors led students to experience a group motivational wave — with characteristics of group DMCs — as they became more and more involved with the wiki project for the course. In terms of the work completed, students’ motivations translated into detailed wiki projects that incorporated more content than specified by the project’s guidelines and requirements. Finally, the study also generated insights into areas in which the L2MSS and DMCs could be expanded or refined in order to better account for students’ complex motivational trajectories.

This text is a complete team-based and project-based learning course focused on the application of the World Health Organization’s International Classification of Functioning, Disability and Health (ICF) to unique groups of program clients and patients. It is designed to engage undergraduate students in exploration of the different facets of the ICF, in how the ICF differs from medical and social models because of these facets, and how each applies to, and ensures, an awareness of all of the ways in which health affects and is affected by peoples’ characteristics and environments. The text includes readings, digital links, readiness assurance elements, and guidelines for individual and team deliverables, but can also be used as a stand-alone text to provide a rich constructivist approach to understanding the structure of the ICF and how to use it for problem solving and decision-making with a patient/client population. It is the author’s intention that the text be used as suits the instructor, and modified to fit the pre-professional or paraprofessional healthcare students being taught, so while case study examples for rehabilitation are include, the text will lend itself to any patient or client group. / https://dc.etsu.edu/etsu-oer/1008/thumbnail.jpg

Most engineering curricula in the United States include some form of major design project experiences for students, such as capstone courses or design-build-fly projects. Such courses are examples of project-based learning (PBL). Part of PBL is to prepare students—and future engineers—to deal with and prevent common project failures such as missing requirements, overspending, and schedule delays. <i>But how well are students performing once they join the workforce?</i> Unfortunately, despite our best efforts to prepare future engineers as best we can, the frequency of failures of complex projects shows no signs of decreasing. In 2020 only 53% of projects were on time, 59% within budget, and 69% met their goal, as reported by the Project Management Institute. If we want to improve success rates in industry projects, letting students get the most out of their PBL experience and be better prepared to deal with project failures before they join the workforce may be a viable starting point. <br><br>The overarching goal of this dissertation is to identify and suggest improvements to areas that PBL lacks when it comes to preparing students for failure, to investigate student behaviors that lead to project failures, and to improve these behaviors by providing helpful feedback to students. <br><br>To investigate the actions and behaviors that lead to events that cause failures in student projects, I introduced “crowd signals”, which are data collected directly from the students that are part of a project team. In total, I developed 49 survey questions that collect these crowd signals. To complete the first part of the dissertation, I conducted a first experiment with 28 student teams and their instructors in two aerospace engineering PBL courses at Purdue University. The student teams were working on aircraft designs or low-gravity experiments.<br><br><i>Does PBL provide sufficient opportunities for students to fail safely, and learn from the experience? How can we improve?</i> To identify areas that PBL may lack, I compared industry failure cause occurrence rates with similar rates from student teams in PBL courses, and then provided recommendations to PBL instructors. Failure causes refer to events that frequently preceded budget, schedule, or requirements failures in industry, and are identified from the literature. Through this analysis, I found that PBL does not prepare students sufficiently for situations where the failure cause missing a design aspect occurs. The failure cause is fundamentally linked to proper systems engineering: it represents a scenario where, for example, students failed to consider an important requirement during system development, or did not detect a design flaw, or component incompatibility. I provided four recommendations to instructors who want to give their students more opportunities to learn from this failure cause, so they are better prepared to tackle it as engineers. <br><br><i>Is crowdsourced information from project team members a good indicator of future failure occurrences in student projects?</i> I developed models that predict the occurrence of future budget, schedule, or requirements failures, using crowd signals and other information as inputs, and interpreted those models to get an insight on which student actions are likely to lead to project failures. The final models correctly predict, on average, 73.11±6.92% of budget outcomes, 75.27%±9.21% of schedule outcomes, and 76.71±6.90% of technical requirements outcomes. The previous status of the project is the only input variable that appeared to be important in all three final predictive models for all three metrics. Overall, crowdsourced information is a useful source of knowledge to assess likelihood of future failures in student projects. <br><br><i>Does targeted feedback that addresses the failure causes help reduce failures in student projects?</i> To improve student behaviors that lead to project failures, I used correlations between failure measures and the crowd signals as a guide to generate 35 feedback statements. To evaluate whether the feedback statements help reduce project failures in the student teams, I conducted a second experiment at Purdue University with 14 student teams and their instructors. The student teams were enrolled in aircraft design, satellite design, or propulsion DBT courses. The student teams were split in two treatment groups: teams that received targeted feedback (i.e., feedback that aimed to address the failure causes that the specific team is most prone to) and teams that received non-targeted feedback (i.e., feedback that is positive, but does not necessarily address the failure causes the specific team is most prone to). Through my analysis, I found that my targeted feedback does not reduce the failure occurrences in terms of any metrics, compared to the non-targeted feedback. However, qualitative evaluations from the students indicated that student teams who received targeted feedback made more changes to their behaviors and thought the feedback was more helpful, compared to the student teams who received non-targeted feedback.<br><br>

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第23275号 / 人博第990号 / 新制||人||234(附属図書館) / 2020||人博||990(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 金丸 敏幸, 教授 桂山 康司, 准教授 笹尾 洋介, 教授 田地野 彰 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

White paper volume two is an alternative point of view on the way how our society deals with formal education. Historical analysis shows that the way we educate ourselves is a way of investment, reflecting current state of society in global. My approach was to look at the whole issue from an architectural point of view - how is the architectural space affecting the way we learn and teach. My idea is to open an alternative educational system withing the existing one, giving certain options to further development of one and the social group in general. The program of an open school is questioning the monopol of formal education systems for the knowledge giving. Architectural definition of a space which implies education is a goal of my work. Open school as an alternative vision of a schooling system including project based learning and learning within a real functioning community, opening the school in both directions - giving children a chance to learn from a real world and giving a chance to everyone to enter the environment of school to teach. Vision plan is shown in an existing location of Brno, Lesná.

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