The production of Learning Objects (LO) is very complex because it involves contributions of the multidisciplinary team with different skills. These professionals need together reach the objectives technological and pedagogical of these products. In this directions, it is mandatory the use of methodologies to organize the processes of development, standardization and communication among stakeholders. The use of an inadequate methodology could be result ineffective LO and its reuse in the learning as it is likely to be provided. The methods used for the development of LO also have gaps at both question as well as technical teaching in some respects as evidenced therein. In short, there is a lack of methodologies for the production of LO that take into account the characteristics of software development cycles, treatment needs teaching and pedagogical. Marking to fill this gap, this paper presents the methodology INTERA for the development of learning objects. Resumo.A produção de um Objeto de Aprendizagem (OAs) é bastante complexa, pois envolve a participação de uma equipe multidisciplinar, composta por professores, desenvolvedores, designers gráficos e especialistas de área computacional. Esses profissionais devem interagir de modo a atingir os objetivos tanto tecnológicos quanto pedagógicos desses produtos. Nesse sentido, torna-se necessário o uso de metodologias para organizar o processo de desenvolvimento, a padronização e a comunicação entre os envolvidos. O uso de uma metodologia inadequada pode resultar em OA ineficazes em seu reuso e no aprendizado que ele possa vir a fornecer. As metodologias que vem sendo utilizadas para o desenvolvimento de OA apresentam falhas tanto na questão técnicas como também em alguns aspectos pedagógicos. Visando preencher nessa lacuna, esse artigo apresenta a metodologia INTERA para o desenvolvimento de objetos de aprendizagem.

This work aims to contribute to a rethinking of the computer simulation used in the high education in Engineering. In order to design a set of simulation laboratory activities, a pedagogical proposal is presented on basis of Kolb's Experiential Learning Theory and Belhot's Learning Cycle. The chosen content to be taught is the Ant Colony Optimization (ACO) technique that is adapted and implemented in RoboMind software. The pedagogical approach presented in this paper can act as a reference point for debates in Engineering Education area, considering the use of the Kolb's theory as a model for development of teaching-learning process and computer simulations as a didactic tool. Finally, some recommendations are offered in order to help future works, as well as to consolidate the implementation of this pedagogical proposal in real case studies. ß 2015 Wiley Periodicals, Inc. Comput Appl Eng Educ 24:79-88, 2016; View this article online at wileyonlinelibrary.com/journal/cae;

The purpose of this paper is to serve as a reference guide for the development ofchatterbots implemented with the AIML language. In order to achieve this, the main concepts in Pattern Recognition area are described because the AIML uses such theoretical framework in their syntactic and semantic structures. After that, AIML language is described and each AIML command/tag is followed by an application example. Also, the usage of AIML embedded tags for the handling of sequence dialogue limitations between humans and machinesis shown.Finally, computer systems that assist in the design ofchatterbots with the AIML language are classified and described.

The offer of the same course simultaneously for thousands of students, whether in classroom teaching or in distance learning, requires standardization to compare performance between classes and to evaluate the success of the teaching–learning processes. This can be made easier through digital technologies. This study aims to present an Evaluation Process (EP) designed for an Introduction to Programming course (IP) for students of the Bachelor's Degree in Science and Technology (Engineering Education) at the Federal University of ABC. Initially, the course scenario is presented in the classroom modality, Face‐to‐Face (IP‐FF), offered to about 2,000 students every year, identifying the problems, and then, describing the EP designed and applied in Blended Learning classes (IP‐BL). This includes the use of software tools developed for this purpose. The two scenarios (IP‐FF and IP‐BL) are compared using data from all the classes of the previous 9 years.

Abstract. The production of video lessons and their integration as a tool for teaching and learning is not trivial due to the multiple elements involved IntroduçãoO campo educacional, particularmente, tem ganhado novos contornos a partir do incremento das inovações das telecomunicações e da informática, sobretudo, nas últimas décadas. Segundo Lévy (1998), a técnica é uma das dimensões fundamentais do homem, permitindo que ele atue sobre seu mundo transformando-o constantemente. O uso refinado das várias técnicas informacionais incidiu sobre o campo educacional e aumentou as possibilidades de interação entre o sujeito aprendiz e o conteúdo.Esse caminho de transformação que a educação vem percorrendo coloca todos os envolvidos (professores, alunos, coordenadores e outros) em uma posição de reflexão sobre seus papeis, sobre suas atuações. Se antes o professor centralizava o conhecimento em sua figura, hoje, o acesso facilitado que as várias mídias permitem, fazem com que alunos possam tomar contato com diversos conteúdos muito antes deles serem apresentados em sala de aula presencial ou virtual. O professor deixa, portanto, II Congresso Brasileiro de Informática na Educação (CBIE 2013) XIX Workshop de Informática na Escola (WIE 2013)

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Multi-Robot System (MRS) is composed of a group of robots that work cooperatively. However, Multi-Agent System (MAS) is computational systems consisting of a group of agents that interact with each other to solve a problem. The central difference between MRS and MAS is that in the first case, the agent is a robot, and in the second, it is a software. Analyzing the scientific literature, it is possible to notice that few studies address the integration between MAS and MRS. In order to achieve the interdisciplinary integration, the theoretical background of these areas must be considered in this paper, so that the integration can be applied using a case study of decentralized MRS. The objective of this MRS is to track and surround a stationary target. Also, it has been implemented and validated in the robot simulator called Virtual Robot Experimentation Platform (V-REP). In the validation of the proposed MRS, a scenario with three robots and a stationary target were defined. In the tracking task, the robot can detect the target whose position is not known a priori. When the detection occurs, the V-REP informs the target position to the robot because the environment is discretized into a grid of rectangular cells. After that, all the robots are directed to the target, and the surround task is realized. In this task, a mathematical model with direct communication between the robots was used to keep the robots equidistant therefrom and from each other.

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