Abstract: The educational environment usually emphasizes learning as a declarative and procedural process. However, there are other crucial components that can be considered, such as the Perceptual Learning (PL), related to the ways the information is perceived and extracted. A way to model the PL approach is through Perceptual Learning Modules (PLMs), a set of multiple-choice questions in which each available choice is mapped to a learning pattern. Currently, there are initiatives related to PLM practices in mathematics, flight learning, medicine and language educational areas. This Technical Report is a reference document, not peer-reviewed, that aims to document a set of 64 PLM multiple-choice questions designed to Introductory Programming (CS1) courses in Python language, therefore allowing our work to be replicated by other researchers. The actual use of the PLM questions and the analysis and discussion of its impact on a CS1 course will be addressed in further works.
Resumo: Começamos a reestruturar estas notas em 2016, quando Meidanis esteve em licença sabática na Universidade de Ottawa, no laboratório de David Sankoff. Usamos o termo “reestruturar” porque os principais resultados exibidos aqui, sobre genomas minimax sob a distância de posto, apareceram primeiro no texto apresentado por Biller em seu exame de qualificação para o doutorado, escrito em 2014. O conteúdo é dividido em oito capítulos, como segue. No Capítulo 1 introduzimos as primeiras definições, incluindo matrizes genômicas, distância, e órbitas. Também derivamos uma importante fórmula para a distância com base em órbitas. No Capítulo 2 definimos operações em genomas, com foco naquelas de posto pequeno. O capítulo se encerra com a definição de operações básicas, a saber, cortes, junções, e duplas trocas. No Capítulo 3 estudamos cenários de ordenação indo de um genoma para outro através de operações básicas. Mostramos que a partir de cada genoma podemos alcançar qualquer outro com tais cenários. Isto fornece ademais uma forma alternativa de calcular a distância. Genomas intermediários são o tópico do Capítulo 4. Eles podem ser caracterizados como membros de cenários ótimos, ou como genomas para os quais se verifica igualdade na desigualdade triangular. Eles são também as medianas de dois genomas. Uma noção relacionada é a noção de genomas minimax, explorada no Capítulo 5. Estabelecemos um limite inferior para a pontuação minimax, e mostramos exatamente os casos onde é possível atingir este limite. Em qualquer caso, é sempre possível encontrar um genoma a menos de uma unidade do limite inferior. O Capítulo 6 lida com uma interessante propriedade de paridade da distância de posto. No Capítulo 7 tentamos aproximar as definições matemáticas aos conceitos biológicos subjacentes. Finalmente, o Chapter 8 contém exercícios sobre todos os demais capítulos do relatório, alguns deles com soluções ou dicas.
Abstract: We started the work of reshaping these notes in 2016, when Meidanis was on sabbatical at the University of Ottawa, in David Sankoff's lab. We use the term “reshaping” because the main results shown here, on minimax genomes under the rank distance, were first presented in Biller's text for her PhD qualifying exam, written in 2014. The contents are divided in eight chapters, as follows. In Chapter 1 we introduce the first definitions, including genome matrices, distance, and orbits. We also derive an important formula for the distance based on orbits. In Chapter 2 we define operations on genomes, with focus on those with small rank. The chapter closes with the definition of basic operations, namely, cuts, joins, and double swaps. In Chapter 3 we study sorting scenarios going from a genome to another by basic operations. We show that from every genome we can reach any other with such scenarios. This also provides an alternative way of computing the distance. Intermediate genomes are the topic of Chapter 4. They can be characterized both as optimal scenario members, and as genomes for which the triangle inequality becomes an equality. They are also the medians of two genomes. A related notion is that of a minimax genome, explored in Chapter 5. We establish a lower bound for the minimax score, and show exactly the cases where it is possible to achieve such a score. In any case, it is always possible to find a genome within 1 unit of the lower bound. Chapter 6 deals with an interesting parity property of the rank distance. Chapter 7 tried to bridge the gap between mathematical definition and the real biological concepts. Finally, Chapter 8 contains exercises on the entire contents of the report, some of them with solutions or hints.
Resumo: Identificação automática de mapeamentos entre ontologias em diferentes línguas envolve o estudo de medidas de similaridade. Essas medidas calculam a proximidade sintática e ou semântica entre conceitos das ontologias. Neste trabalho, Pesquisa desenvolvida com suporte financeiro da FAPESP, conduzimos uma série de experimentos para avaliar abordagens de medidas de similaridade e desenvolvemos uma técnica para computar a similaridade entre dois conceitos, baseada na ponderação entre similaridades sintática e semântica. Empregamos os vetores NASARI em conjunto com a rede semântica de domínio neutro BabelNet para o cálculo da similaridade semântica. Resultados indicam que a atribuição de pesos nas medidas influenciam positivamente a qualidade dos mapeamentos obtidos. O efeito de combinar as medidas resulta em melhores resultados que o emprego de cada uma das formas de similaridade separadamente.
Abstract: In previous work we implemented and compared three learning approaches in a Computer Science introductory programming course (CS1): the traditional lectured-based learning; the problem-based learning; and the Peer Instruction (PI). The study also pointed out guidelines to support a customized and more effective approach of the PI to the Computer Science environment, defined as CSPI (Computer Science Peer Instruction). In this work we present data related to a first CSPI use in some classes of a CS1 course taught in Python language (MC102). Specifically, this study presents the usability and reliability data relative to the use of clickers (student response systems) to support the CSPI approach. As the research is still on development, we plan to discuss the CSPI approach, its educational impact and assessment in future works.
Abstract: An important problem in genome comparison is the genome sorting problem, that is to find a sequence of basic operations that transforms one genome into another and corresponds to the distance between them. These sequences are called optimal sorting scenarios. However, there is usually a large number of such scenarios, and a naive algorithm is very likely to be biased towards a specific type of scenario, impairing its usefulness in real-world applications. One way to go beyond the traditional sorting algorithms is to explore all possible solutions, looking at all the optimal sorting scenarios instead of just an arbitrary one. Another approach in the same direction is to analyze all the intermediate genomes, that is, all genomes that are part of an optimal sorting scenario. In this paper, we show how to count the number of optimal sorting scenarios and the number of intermediate genomes between any two given genomes, under the rank distance.
Abstract: This work is a report related to the development and assessment of a Concept Inventory to Introductory Programming (CS1) Courses. A Concept Inventory (CI) is a set of multiple-choice questions addressing specific misunderstandings and misconceptions of the students. In previous works, through instructor interviews, exam analysis, online pilot test and interviews with students, we have identified a list of 33 misconceptions related to 7 programming topics in C language. On this report, we present a CI composed of 27 multiple-choice questions in C language. Each possible answer, besides the right one, was mapped to a previously documented misconception. Future work involves the CI submission to CS1 students and the analysis of its internal consistency and educational impact.
Abstract: Emotionally annotated corpora are specially important for training machine learning models for automatic emotion identification, among other applications. However, the task of manually assigning emotions to a corpus carries a high level of subjectivity. In this technical report, we describe the annotation tools and methodology we used for dealing with this challenge when building an emotionally annotated corpus of investor tweets.
Abstract: Computational ontologies refer to formal representation models that characterize domain concepts. These artifacts are relevant to shape the meanings of data in an explicit way for humans and machines. The study of socio-enactive systems demands the understanding of human actions and the adequate system response in a cyclical interaction. Ontologies can play a key role in the development of socio-enactive systems by providing meaning to data entering and leaving the systems. However, this research field still lacks thorough literature studies. This technical report presents the results achieved by a research working group to further develop methods for ontology engineering in the context of socio-enactive systems. We present a literature review, technical solutions, in addition to conceptual and practical outcomes. Our findings include a preliminary modeling of concepts involved in socio-enactive systems, and a software architecture that allows ontology-based interpretation of several types of data. This research has been developed in the socio-enactive systems project, a FAPESP’s thematic project (grant #2015/16528-0).
Abstract: This technical report presents the preliminary results from the work group “GT Hospital”, a subgroup from the Socio-enactive Systems research group. GT Hospital will explore the “socio-enactive” concept within the context of a hospital for craniofacial rehabilitation. In this first year of project, this group has explored the scenario with the lens of Organizational Semiotics via DSC (Socially Aware Design) system; developed preliminary products for proof of concept and a communication protocol. This research is supported by FAPESP, process #2015/165280.
Abstract: This technical report presents preliminary results regarding the museum research scenario developed during the first year of the Socioenactive Systems project. In this report, we first introduce the research scenario, with the research goals and methodology. Then, we present a preliminary literature review by looking at the intersections between the concepts of enactive systems, interactive art and universal design. Next, we show our preliminary results, which include two exploratory artifacts, as well as research projects and publications associated with the research scenario. Lastly, we ponder on how our efforts during this first year are aligned with the project goals, and we also present future steps for the following year.
Resumo: This work is a partial report of the multiannual FAPESP’s thematic project “Socio-Enactive Systems: Investigating New Dimensions in the Design of Interaction Mediated by Information and Communication Technologies”. Specifically, on this report we focus on the study, exploration and assessment of socio-enactive solutions in the educational environment. The methodology used was the bottom-up approach: initially we analyzed the related literature; then we created high-level socio-enactive work scenarios (e.g. inside or outside the classroom, considering K12 or undergraduate students, etc.); then we defined and expanded a more specific work scenario (children in the classroom environment). Finally we created a MVP (Minimum Viable Product) for the work scenario, developing and implementing a prototype through the MakeBlock platform (an arduino based robot vehicle), using Scratch as programming language. In the work scenario we propose the creation of an environment where children must use concepts of logic and computational thinking to position themselves on a stage in order to predict the robot’s movement patterns. The goal is enable the kids, through their own movements, to guide the robot to a predefined location at the center of the stage. Proof of concept experiments indicate the need for prototype adjustments and adaptations. Next steps include the design and performance of workshops with the children, aiming at retrieving inloco information that will support further development of socio-enactive educational systems.
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