Problem‐Based Learning (PBL) has gained widespread approval as a constructive, student‐centered approach to teaching, and learning. Advocating the use of real‐life problems to initiate and motivate the learning process, PBL is an inductive strategy promoting the understanding of new concepts as well as the development of professional skills, abilities, and attitudes. Thus, it is paramount that teachers and students implement PBL in conformity to its core principles. However, such implementation becomes a challenge, considering that PBL is fundamentally different from traditional instruction methods. Without the appropriate pedagogical and technological support, PBL's quality, effectiveness, and authenticity are at risk. In an attempt to overcome these challenges, this paper presents the PBL‐Coach Virtual Learning Environment (VLE), built upon PBL learning theories. This paper describes in detail a scientific investigation on a practical PBL implementation, driven by the quest to achieve the following goals: (i) Scaffold teachers and students in implementing the PBL method; (ii) Investigate useful and usable technological resources in the PBL process; (iii) Maintain PBL core principles for an authentic and effective learning process. As a result, three case studies are described and one is detailed to validate our investigation, consisting of a real‐world setting with clients, teachers, tutors, and students. Each case study provided a good level of evidence that PBL‐Coach, used in a real‐world, authentic setting, can promote an effective learning process through a number of carefully designed technological resources. Encouraging results motivated to evolve PBL‐Coach through Augmented and Virtual Reality components as future works.
Cloud computing defines an infrastructure to provide virtual network services on demand. One of the challenges to cloud computing systems is how to manage service level agreements (SLA) while guaranteeing the service level objectives (SLOs) negotiated between provider and customer. Deviations in the expected behavior of network service levels may be generically named traffic anomalies. The awareness of anomalies in cloud services may provide useful information for both customer and provider, in order to support management accounting to their business strategies. In this paper we present a novel approach to monitor and account network SLA deviations by designing a new architecture, as well as implementing and deploying it as an open source engine. It has been integrated into a production middleware to federate clouds, the Jit Clouds. Nevertheless, this monitoring mechanism is loosely coupled, being extensible to any sort of clouds. The architecture proposed was validated on a federated cloud platform in production.
This work consists of an investigation in the form of a comparative analysis between students and professors from the STEM field (Science, Technology, Engineering and Mathematics), about their educational perspective in the context of the current industrial revolution - Industry 4.0 (I4.0). This research aims to investigate, in particular, how professors and students from a Control and Automation Engineering (CAE), Information Systems (SI) and Mechatronics Engineering perceive the educational process in relation to the development of skills needed for the upcoming job market. As future professionals, students need technical knowledge to deal with emerging trends, such as Big Data, Internet of Things (IoT) and Robotics. In addition, social skills, such as solving complex problems, dealing with conflicts, creativity, innovation and communication, leadership and collaborative work, are paramount. The research methodology adopted in this work is based on mixed methods, quali-quant research. Data collection was carried out through research based on questions related to three categories: intrapersonal, interpersonal and didactic. The study found that, although students claim to be prepared for Industry 4.0 challenges, professors think otherwise. There seems to be a pedagogical challenge to fully achieve the requirements for the development of future I4.0 professionals. In addition, this research identified that active learning methods, focused on the development of 21st century skills, are poorly applied by professors, which may indicate that students are not being exposed to real life situations necessary to better prepare themselves for the future challenges of I4.0.
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