A Java applet is developed to interactively and dynamically illustrate the fundamental concepts of finite element analysis. An applet is a computer program written in the object-oriented Java programming language and is embedded in web pages. Java applets are well suited for delivering interactive graphical content over the Internet since they are platform and operating system independent. The applet developed includes a wide range of elements including one-dimensional truss and beam elements, triangular and quadrilateral plane stress and plane strain elements, and two-dimensional four-node and eight-node iso-parametric elements and plate elements. Along with the applet there is a series of web pages describing the fundamental concepts of finite element analysis, example problems and instructions for use. The applet provides a novel approach for teaching basic finite element analysis concepts. It provides students a means for checking their work, reinforces fundamental concepts learned in class, and enhances students' learning experiences by allowing them to experiment by building and analyzing complex models and visualizing results as changes are made to the model. The applet can be used as supplementary material complementing classroom and textbook instruction. / Master of Science

Creating websites providing dynamic services is an extensive process. Intelligent systems are used to create websites with dynamic services. Current intelligent systems are hard to use and configure by the average user. The generated websites are usually custom built to solve one problem and cannot be fully customizable for users on different environments. This thesis presents a technological solution that enables the average user to create websites with dynamic services by providing a number of parameters. The website generator is a web-based application that generates all the components of the website. The components act as portlets and the generated website will be the portal application. The data engine generator creates the website's underlying database. To enable distributed enterprise/business architecture, the data engine generator records the metadata about the database and the website to be generated. The website generator is a cost effective, dynamic, secure, reliable, and scalable solution that outperforms current website generators and portal applications.

Due to the rapid proliferation of the World Wide Web (WWW) in recent years, many educators are now seeking to improve the effectiveness of their instruction by providing interactive, web-based course material to their students. The purpose of this thesis is to document a set of eight online learning modules created to improve the effectiveness of learning the fundamentals of Computer Science. The modules are as follows: • <A HREF="http://courses.cs.vt.edu/csonline/Algorithms/Lessons/index.html">Algorithms</A> - Definition and specification of algorithms, with a comparison and analysis of several sorting algorithms as examples. • <A HREF="http://courses.cs.vt.edu/csonline/AI/Lessons/index.html">Artificial Intelligence</A> - Overview of current applications in this discipline. • <A HREF="http://courses.cs.vt.edu/csonline/DataStructures/Lessons/index.html">Data Structures</A> - Explanation of basic data structures, including an introduction to computer memory and pointers, and a comparison of logical and physical representations of commonly used data structures. • <A HREF="http://courses.cs.vt.edu/csonline/MachineArchitecture/Lessons/index.html">Machine Architecture</A> - Explanation of data storage, gates and circuits, and the central processing unit. • <A HREF="http://courses.cs.vt.edu/csonline/NumberSystems/Lessons/index.html">Number Systems</A> - Discussion of number representation and arithmetic in number systems other than the decimal number system, with a focus on binary numbers and binary arithmetic. • <A HREF="http://courses.cs.vt.edu/csonline/OS/Lessons/index.html">Operating Systems</A> - Explanation of the purpose of operating systems and the major components that make up an operating system. • <A HREF="http://courses.cs.vt.edu/csonline/ProgrammingLanguages/Lessons/index.html">Programming Languages</A> - Explanation of the fundamental concepts in procedural programming languages. • <A HREF="http://courses.cs.vt.edu/csonline/SE/Lessons/index.html">Software Engineering</A> - Introduction to software life cycle models and an overview of the procedural and object-oriented paradigms. Each module consists of a set of lessons and review questions written in HyperText Markup Language (HTML). Embedded in these pages are various interactive components implemented as Flash animations or Java applets. The modules currently reside on the Computer Science courseware server of Virginia Polytechnic Institute and State University (Virginia Tech) and can be viewed at the following WWW site: <A HREF="http://courses.cs.vt.edu/csonline/index.html">http://courses.cs.vt.edu/csonline/</A> / Master of Science

Made available in DSpace on 2016-06-02T20:02:49Z (GMT). No. of bitstreams: 1 3757.pdf: 5979711 bytes, checksum: 967d825ccdd183c8d872fbb4f672ce4e (MD5) Previous issue date: 2011-08-18 / This paper describes the development of a virtual learning environment for teaching functions, with viewers created using the GeoGebra, constituting one of the products developed in the Professional Masters Program of the University of São Carlos. It is available in Moodle of the Mathematics Department of UFSCar, was created in four topics, one for each learning situation provided in the student diary volume 3 of the third grade of High School of the Secretaria of Education of the State of São Paulo .Each topic consists of activities like lessons, quizzes, sending files and participation in specific forums. The lessons seek to lead the student to acquire the skills provided in the Student notebook. The questionnaires are used to strengthen and verify that learning. The purpose of sending files and participating in the forums is to provide a self-evaluation and development of students' writing skills The environment does not change the principles guiding the curriculum of the State of São Paulo, keeping the content and context of encouraging the development of personal skills, especially those related to reading and writing mathematics. It is expected that the application of the environment, the use of the viewers, the participation in the forums and execution of activities and exercises with the aid of technology, encourage, motivate and facilitate the teaching and learning of mathematics, leading each participant to resize their concepts and knowledge. The participation of undergraduated students in the activities of virtual learning environment seeks to provide grants to train a teacher who can act as mediator, facilitator and challenger of learning, ready to work with students to construct their knowledge through manipulation, exploitation, navigation and communication with the "objects" presented. / O presente trabalho relata a elaboração de um ambiente virtual de aprendizagem (AVA) para o ensino de Funções, com a utilização de visualizadores criados no GeoGebra, se constituindo em um dos produtos do Mestrado Profissional desenvolvido na Universidade Federal de São Carlos. Disponibilizado no Moodle do Departamento de Matemática da UFSCar, o AVA foi idealizado em 4 tópicos, um para cada situação de aprendizagem prevista no caderno do aluno volume 3 da 3a série do Ensino Médio, da Secretaria de Estado da Educação do Estado de São Paulo. Cada tópico é formado por atividades do tipo lições, questionários, envio de arquivos e a participação em fóruns específicos. As lições procuram levar o aluno a adquirir as habilidades previstas no Caderno do Aluno. Os questionários servem para reforço e verificação dessa aprendizagem. Já o envio de arquivos e a participação nos fóruns propiciam a auto-avaliação dos estudantes e o desenvolvimento das habilidades de escrita. O ambiente não altera os princípios norteadores do currículo do Estado de São Paulo, mantendo a contextualização dos conteúdos e favorecendo o desenvolvimento de competências pessoais, especialmente as relacionadas à leitura e a escrita matemática. Esperase que a aplicação do ambiente, a utilização dos visualizadores, a participação nos fóruns e a execução de atividades e exercícios com o auxílio da tecnologia incentive, motive e facilite o ensino e a aprendizagem da Matemática, levando cada participante a redimensionar seus conceitos e conhecimentos. A participação de alunos de Licenciatura nas atividades do AVA busca fornecer subsídios para formar um professor que possa atuar como mediador, facilitador e desafiador da aprendizagem, preparado para trabalhar com alunos que constroem o conhecimento por meio da manipulação, exploração, navegação e comunicação com os objetos apresentados.