The development of MOOCs internationally represents an investment made by higher education institutions that can assure them visibility and attract new students. However, their sustainability is not always simple. The creation of the NAU project in Portugal has enabled many institutions to engage in MOOCs. It will be described the case studies presented by the Polytechnic Institute of Tomar and the Nursing School of Porto about their experience with MOOCs The trainees enrolled in MOOCs are mostly employees in need to reskill or upskill in their professional area. This means that the sustainability of MOOCs can be achieved by targeting these new audiences, thus capturing former students. It can play a strong role in lifelong learning, a need that many professionals face today.
In the MOOC world new concepts hatch every month, trying to find the Holy Grail of online learning. Last year edX adopted the new MIT concept of a MicroMasters credential: a series of graduate level courses offered by top universities to advance their career. The credential is credit-eligible and can accelerate a Master’s Degree if the learner is admitted. Delft University of Technology (TU Delft) decided to join this new development after an extensive elaboration on TU Delft’s online course design, educational and assessment policies, involvement of stakeholders inside and outside the organization and the underlying business model. The aim of this paper is to describe the lessons learnt in this process (adoption, development and running of the MicroMaster), its implications on TU Delft’s ambitions in open and online learning and the effect on campus programme admission and enrolment. This paper will focus on the Solar Energy Engineering MicroMasters, a programme of four MOOCs and a capstone project. Learners following the whole programme and successfully finish their exam receive a MicroMasters credential. Learners who apply to the Master of Science program Sustainable Energy Technology (SET) or the Master of Science program Electrical Engineering (track: Electrical Power Engineering) holding this credential, can send a formal ECTS waiver request to get accepted for part of the on campus Master Programme at TU Delft.
In phase II/III trials, cutaneous side effects of pazopanib were reported in less than 20% of patients, with only 1-3% being grade 3/4. We present a case of a 66-year-old man with a previous history of left nephrectomy for a stage II clear cell renal carcinoma. Approximately 18 months later, recurrent disease in the lungs, mediastinum, and left psoas and bulky abdominal/pelvic nodal metastasis were documented. He was initially treated with pazopanib 800 mg q.d. and 1 week after starting this therapy, the patient presented with palpable purpura on his ankles. These lesions regressed within 2 weeks off pazopanib, but had recurred 4 weeks after he resumed medication at 400 mg q.d. Biopsy of the lesions revealed leukocytoclastic vasculitis. Despite tumour response to therapy, pazopanib was discontinued with total resolution of this skin toxicity within 2 weeks of his cutaneous toxicity. To the best of our knowledge, we report a rare yet significant cutaneous adverse reaction to pazopanib.
A enterocolite necrosante, representa uma das emergencias neonatais mais comuns. O reconhecimento precoce e imediata instauracao terapeutica, sao essencias para a diminuicao da morbilidade e mortalidades associadas. O Radiograma simples de abdomen e actualmente o exame de primeira linha para a realizacao de um diagnostico correcto, acompanhamento e deteccao de complicacoes. Com este artigo pretendemos realizar uma breve analise etiopatologica da enterocolite necrosante, bem como com recurso a varios casos diagnosticados no nosso servico elaborar uma revisao pictorica sistematica dos achados radiologicos mais comuns.
Trabalho desenvolvido no âmbito do Doutoramento em Educacao, especialidade Educacao a Distância e eLearning da Universidade Aberta integrado nas linhas de investigacao da unidade de investigacao Laboratorio de Educacao a Distância e eLearning (LE@D)
RESUMO O artigo procura enquadrar o conceito de controle transacional, na area da interacao, para, depois, ver a sua aplicabilidade no uso das tecnologias na educacao basica. O controle transacional, definido no campo da EaD, parece ter ressonância na educacao presencial, em particular na forma como as tecnologias podem ter um papel relevante no aumento do controle da aprendizagem por parte do estudante e, consequentemente, na sua autonomia. Cabe ao professor a tarefa mais ardua: identificar claramente, no momento de desenho da actividade de aprendizagem, os contrangimentos associados a cada uma das decisoes na sequencia da aprendizagem, mesmo quando coloca algumas destas decisoes na mao do aluno. Palavras-chave: Controle transacional; Educacao a Distância; Tecnologais educacionais. ABSTRACT The article tries to frame the concept of transactional control in the area of interaction, and then to see its applicability in the use of technologies in basic education. Transactional control, defined in the field of distance education, seems to have resonance in face-to-face education, particularly in how technologies can play a relevant role in increasing student learning control and, consequently, autonomy. It is the teacher's most arduous task: to clearly identify, at the time of designing the learning activity, the constraints associated with each decision after learning, even when it places some of these decisions in the student's hand. Keywords: Transactional control; Distance Education; Educational technologies. RESUMEN El articulo busca encuadrar el concepto de control transaccional, en el area de la interaccion, para luego ver su aplicabilidad en el uso de las tecnologias en la educacion basica. El control transaccional, definido en el campo de la EaD, parece tener resonancia en la educacion presencial, en particular en la forma en que las tecnologias pueden tener un papel relevante en el aumento del control del aprendizaje por parte del estudiante y, consecuentemente, en su autonomia. El profesor es la tarea mas ardua: identificar claramente, en el momento de diseno de la actividad de aprendizaje, las contradicciones asociadas a cada una de las decisiones tras el aprendizaje, incluso cuando coloca algunas de estas decisiones en la mano del alumno. Palabras clave: Control transaccional; Educacion a distancia; Tecnologias educativas. DOI: http://dx.doi.org/10.22169/revint.v12i26.1299
This chapter aims to review current knowledge on this condition and discuss a case of Eosinophilic Pustular Folliculitis (EPF) and its challenging therapeutic approach. Eosinophilic Pustular Folliculitis or papuloerythroderma of Ofuji is a rare dermatosis of unknown etiology characterized by chronic recurrent crops of pruritic papules and pustules in a follicular distribution that can cover entire skin, sparing the skin folds, accompanied with eosinophilia and elevated IgE. This can be accompanied with elevated IgE levels and eosinophils. A 29-year-old Chinese female presented to our dermatology office with a 1-month history of a worsening pruritic eruption of papules on the face. Prior treatment included ketoconazole cream, hydrocortisone 1% cream and antihistamines without improvement. Diagnosis has been challenging due to its ability to mimic several common dermatologic disorders, such as acne and contact dermatitis. Literature has described the first line of therapy to be oral and topical indomethacin, however, success has been variable, and reports have been anecdotal. Until this day, there is yet to be standard guidelines for approach to diagnosis and management of this condition.
Apresentamos neste texto o percurso seguido ao longo de uma Unidade Curricular, integrada no 2º ano da graduação em Educação lecionada em regime onlinena Universidade Aberta (UAb), a universidade pública de educação a distância de Portugal. Nesta Unidade Curricular os estudantes são chamados a conceber e desenvolver um pequeno projeto de investigação que visa a iniciação ao desenvolvimento de competências base de pesquisa em contextos educacionais. Tomando como base o modelo pedagógico virtual da UAb, a Unidade Curricular foi planeada tendo em conta a sua especificidade que apela à prática da investigação no terreno. Pretende-se apresentar o designcurricular adotado, designadamente como foi alicerçado o percurso de aprendizagem na sala de aula virtual e como foi pensada a interação entre estudantes de modo a promover a reflexão e partilha de saberes entre o grupo. A avaliação proposta foi pensada de modo a testar o desenvolvimento efetivo das competências visadas, mas assumindo expressamente uma dimensão formadora, ou seja, constituindo-se como parte integrante do ato pedagógico e do processo de aprendizagem. À reflexão dos docentes sobre o desenvolvimento dos trabalhos na Unidade Curricular, enquanto observadores participantes, junta-se a análise da perspectiva dos estudantes, avaliada por questionário, aplicado às duas turmas do curso.
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