A crescente demanda por cursos baseados na World Wide Web (Web) tem imposto uma série de desafios para a área da Tecnologia da Informação e da Comunicação (TIC), em particular quando se considera a Educação apoiada pela Web. Uma das necessidades emergentes da Educação via Web está relacionada com o uso de Objetos de Aprendizagem (OA) dentro de Sistemas Gerenciadores de Curso (SGC). Além de considerar a produção de OA com \"qualidade\", deve-se providenciar seu armazenamento e disseminação de modo eficaz. Entretanto, algumas dificuldades tem sido reportadas por professores envolvidos com cursos pela Web, tais como: o \"custo elevado\" para a autoria do OA; a falta de ferramentas para o compartilhamento desses materiais; e experiências práticas negativas no reúso desses conteúdos em um SGC. Uma primeira proposta para mitigar esses problemas tem sido o desenvolvimento de ferramentas de Repositório de Objetos de Aprendizagem (ROA), visando principalmente facilitar a disseminação dos OA. Apesar do progresso já alcançado, ainda existem várias barreiras para a sua adoção pelos professores, como falta de integração simples entre o SGC e o ROA. Em geral as integrações atuais mostram-se difíceis para um usuário típico. Neste cenário, o objetivo deste projeto é apresentar um ROA inovador, o Repositório Interativo de Conteúdo Digital - iRepositório, cujo modelo prevê uma integração simplificada com um particular SGC e ainda oferece vários recursos para melhorar os processos de ensino e de aprendizagem, como o registro da eficácia educacional do OA. Como contribuição prática os fundamentos do iRepositório foram implementados para um SGC específico, o Moodle. Além de compartilhar OA entre cursos e usuários, ele provê recursos a outro componente do Moodle, o Tarefa Interativa - iTarefa, para armazenamento, classificação e busca de OA ou ainda facilidades para a manipulação dos Módulos de Aprendizagem Interativa (iMA). / The increasing demand for World Wide Web (Web) based courses has imposed some challenges in Information and Communications Technology (ICT) field, in particular when considering the education supported by the Web. One of the emerging needs of education supported by the Web is related to the Learning Objects (LO) usage inside Learning Management Systems (LMS). Besides production of \"good quality\" LO, it must be provided efficient methods concerning their storage and dissemination. However, some difficulties have been reported by teachers of Web based courses: \"expensive costs\" for LO authoring; lack of tools for sharing these materials; and negative practical experiences for reusing them in an LMS. Some proposals to mitigate these problems have been the development of Learning Object Repository (LOR) tools, mainly in order to facilitate the dissemination of LO. Despite the progress already achieved, there are still several barriers for their adoption by teachers such as lack of easy integration between LMS environment and LOR. In general, current integrations are not simple for typical users. In this context, the target of this project is to presents an innovative LOR, the Interactive Repository of Digital Contents - iRepository. Its model provides seamless integration with a particular LMS and offers several resources to help teaching and learning processes, such as registry of LO educational effectiveness. As a practical contribution, the fundamentals of iRepository model were implemented for an specific LMS, the Moodle system. Besides promoting LO sharing among courses and users, it provides resources to other Moodle component, the Interactive Assignment - iAssign, for storage, classification e searching of LO, or even ease management of Interactive Learning Module (iLM).

The quality and efficient processing of increasing amount of multimedia data is nowadays becoming increasingly needed to obtain some knowledge of this data. The thesis deals with a research, implementation, optimization and the experimental verification of automatic machine learning methods for multimedia data analysis. Created approach achieves higher accuracy in comparison with common methods, when applied on selected examples. Selected results were published in journals with impact factor [1, 2]. For these reasons special parallel computing methods were created in this work. These methods use massively parallel hardware to save electric energy and computing time and for achieving better result while solving problems. Computations which usually take days can be computed in minutes using new optimized methods. The functionality of created methods was verified on selected problems: artery detection from ultrasound images with further classifying of artery disease, the buildings detection from aerial images for obtaining geographical coordinates, the detection of materials contained in meteorite from CT images, the processing of huge databases of structured data, the classification of metallurgical materials with using laser induced breakdown spectroscopy and the automatic classification of emotions from texts.

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Im E-Learning-Bereich gewinnt die technische Anforderung, mit mobilen Endgeräten auf Lerninhalte zugreifen zu können, zunehmend an Bedeutung. Ein zentraler Online-Speicherort, von dem die Inhalte – optimiert für das jeweilige Endgerät – bereitgestellt und verändert werden können, ist zur Erfüllung dieser Anforderung elementar. (...)

Syftet med denna studie var att utforska hur elever i årskurs 5 utvecklar naturvetenskapliga kunskaper om hur gräs omvandlas till mjölk, där särskilt fokus läggs på sambandet mellan fotosyntes och idisslande djurs matspjälkningssystem. Studiens frågeställningar var följande: Vilka naturvetenskapliga kritiska aspekter behöver elever i årskurs 5 få möjlighet att urskilja för att förstå hur gräs kan omvandlas till mjölk. Hur kan undervisning organiseras för att elever i årskurs 5 ska förstå hur gräs kan omvandlas till mjölk? Denna studie är kvalitativ och har en variationsteoretisk och sociokulturell utgångspunkt. Dessa två teorier presenterar vad undervisningen måste handla om för att skapa bästa förutsättningar till lärande. I denna studie har variationsteorin utgångspunkt i lärandeobjektet, vilka variationsmönster som erbjudits i undervisningen samt de kritiska aspekterna av hur gräs omvandlas till mjölk. Det sociokulturella perspektivet har i denna studie bland annat fokuserat på samspelet mellan eleverna, användning av artefakter och den proximala utvecklingszonen. Resultatet i studien visar att med hjälp av en variationsteoretisk utgångspunkt går det att främja elevers lärande i de naturorienterande ämnen och skapa en variation som bidrar till att elever utvecklar naturvetenskapliga kunskaper om hur gräs omvandlas till mjölk.