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Publications

Publications by Gonçalo Conde Matos

2013

Network for all: A proposal for an accessible social media aggregator solution

Authors
Correia, M; Cruz, G; Nunes, R; Martins, J; Goncalves, R; Paredes, H; Martins, P;

Publication
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

Abstract
This paper presents an on-going work around accessibility issues within the use of social media. With a lack of background in this field, the purpose of the study was to analyze the accessibility levels of different social media websites and aggregators. Based on W3C Web Content Accessibility Guidelines, we have selected three automatic evaluation tools in order to realize a first set of preliminary tests. We verified that none of the websites clearly passed in the evaluation process and our sample didn't meet the adopted accessibility guidelines. The errors occurrence within the social media aggregators' tests was less than in the social media websites. Therefore, it seems to be indisputable to propose a tool that allows users to manage their own social media websites accounts in a more accessible way. Thus, this study presents a list of defined requirements to implement an accessible social media aggregator solution. © 2013 Springer-Verlag Berlin Heidelberg.

2013

Insights on web-based peer review: a case study with energy engineering students

Authors
Dominguez, C; Maia, A; Pedrosa, D; Nascimento, M; Cruz, G;

Publication
2013 1ST INTERNATIONAL CONFERENCE OF THE PORTUGUESE SOCIETY FOR ENGINEERING EDUCATION (CISPEE)

Abstract
Taking in account the conclusions of our previous case-study in the civil engineering course at UTAD (University of Tras-os-Montes e Alto Douro, Vila Real, Portugal) this work presents the results of a case study in an energy engineering undergraduate course. Based on the quantitative and qualitative analysis of collected data, it examines students.' attitudes towards web-based peer assessment, distinguishing their role as reviewers or as feedback receivers. It identifies which factors are related to students.' use and appreciation of feedback. Moreover, an analysis of the type of feedback is presented in an attempt to evaluate students.' written communication skills. The results of this study allow deepening the reflexion on how to improve the design and implementation of future web-based peer assessment tasks.

2015

Adding value to the learning process by online peer review activities: towards the elaboration of a methodology to promote critical thinking in future engineers

Authors
Dominguez, C; Nascimento, MM; Payan Carreira, R; Cruz, G; Silva, H; Lopes, J; Morais, MDFA; Morai, E;

Publication
European Journal of Engineering Education

Abstract
Considering the results of research on the benefits and difficulties of peer review, this paper describes how teaching faculty, interested in endorsing the acquisition of communication and critical thinking (CT) skills among engineering students, has been implementing a learning methodology throughout online peer review activities. While introducing a new methodology, it is important to weight the advantages found and the conditions that might have restrained the activity outcomes, thereby modulating its overall efficiency. Our results show that several factors are decisive for the success of the methodology: the use of specific and detailed orientation guidelines for CT skills, the students’ training on how to deliver a meaningful feedback, the opportunity to counter-argument, the selection of good assignments’ examples, and the constant teacher's monitoring of the activity. Results also tackle other aspects of the methodology such as the thinking skills evaluation tools (grades and tests) that most suit our reality. An improved methodology is proposed taking in account the encountered limitations, thus offering the possibility to other interested institutions to use/test and/or improve it. © 2014 SEFI.

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