Sobral, Sónia Rolland
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Sobral
Primeiro Nome
Sónia Rolland
Nome
Sónia Rolland Sobral
Biografia
Licenciada em Informática de Gestão, mestre em Engenharia Eletrotécnica e de Computadores, doutora em Tecnologias e Sistemas de Informação e possui o título de agregado em Ciências da Informação. Desde 1993 é docente da Universidade Portucalense (UPT), sendo atualmente professora associada com agregação. Lecionou em diversos cursos como Engenharia Informática e Engenharia e Gestão Industrial, em diversas instituições como Lodz University of Technology e a Universidade de Aveiro, e em diversos países como Angola e Cabo Verde. Participou em diferentes órgãos, tendo sido presidente do Conselho Pedagógico da UPT. Pertence à comissão de várias conferências internacionais e revistas científicas. É autora de uma centena de publicações, a sua maioria indexadas na SCOPUS e/ou WoS. É membro integrado no REMIT – Research on Economics, Management and Information Technologies, sendo atualmente coordenadora de um dos dois grupos de investigação (Transformação Digital e Inovação nas Organizações).
Afiliação:
REMIT – Research on Economics, Management and Information Technologies.
DCT - Departamento de Ciência e Tecnologia.
Identificadores
ED15-C9EC-5996
37091626900
G-2227-2014Projetos de investigação
Unidades organizacionais
REMIT – Research on Economics, Management and Information Technologies
Centro de investigação que que tem como objetivo principal produzir e disseminar conhecimento teórico e aplicado que possibilite uma maior compreensão das dinâmicas e tendências económicas, empresariais, territoriais e tecnológicas do mundo contemporâneo e dos seus efeitos socioeconómicos. O REMIT adota uma perspetiva multidisciplinar que integra vários domínios científicos: Economia e Gestão; Ciências e Tecnologia; Turismo, Património e Cultura.
Founded in 2017, REMIT – Research on Economics, Management and Information Technologies is a research unit of Portucalense University. Based on a multidisciplinary and interdisciplinary perspective it aims at responding to social challenges through a holistic approach involving a wide range of scientific fields such as Economics, Management, Science, Technology, Tourism, Heritage and Culture.
Grounded on the production of advanced scientific knowledge, REMIT has a special focus on its application to the resolution of real issues and challenges, having as strategic orientations:
- the understanding of local, national and international environment;
- the development of activities oriented to professional practice, namely in the business world.
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Publicação Acesso Aberto Computer students: identification of a success profile2018 - Sobral, Sónia RollandThe first cycle courses in Informatics at the Portucalense University have had a curricular evolution, which aligns with the patterns defined by the ACM/IEEE and with the job market’s demands. This systematic review of the curriculum has place every two years and, as a practical result, has a high employability rate, which is very near 100%. Like the Informatics course, the Portucalense University has another course, Management of Information Systems, created for students who wish for a more pronounced branch of Management with Informatics. It’s recent, but it will surely have employability rates so high as the first one in the future. However, there is a high percentage of students of the course of Informatics who aren’t successful during the course. Especially in the curricular units of the first years, where we can highlight Algorithm and Programming (AP) [1], which is the first curricular unit that the students have in the first semester of the first year and which initiates them in computer programming. Programming Fundamentals (PF) [2] is a curricular unit of the course of Management of Information Systems and appears in the first semester of the second year; the subjects taught in this curricular unit are practically half of those taught in the curricular unit of AP of the Informatics course. PF has less hours, less credits and matches more with a course, which has a combination of management with informatics. These technologically relevant CUs are essential to the appropriate performance of the course, not only for the taught issues, but also because the subjects are chained to the curricular units of the following years. The acquisition of competences for the development of programs in the curricular units is one of the challenges, which the students are required to deal with. The main motive has to do with the need to develop capacity of abstraction, which, as it is known, in Portugal isn’t developed with the training in secondary education. In the referred curricular units, the first approach to algorithmic thinking is made, as well as the introduction to programming language to solve small problems. The difficulty in dealing with this problem and the need to search for alternative ways to solve it, with an imperative to know the profile of the students which enter and evolve throughout the semester, the progress of their knowledge through individual and group work. In this context, this article will present a study based on the students who attended AP, as they attended PF last semester, describe the student’s admission profiles, identify some characteristics and habits which may contribute to their developement, as well as attendance to classes and the results achieved. Is it easier do deal with abstraction for the men? Do the students who don’t attend the classroom have the same level as the others? On average, how many hours should a student study to be successful? Are fondness, technological dexterity, interest for technology and the motivation referred to above relevant? Does the use of technology favour learning? Is age important? Is the anterior knowledge of some computational techniques better or is it preferable that the students don’t have previous programming knowledge? These are some of the questions which the study responds to, aiming to identify the profile of the students with biggest success for the curricular units which initiate university students through the world of programming.Publicação Acesso Aberto Agile methodology scrum: Report of an experience in the first contact with programming languages in a university course of computer science2019-07 - Sobral, Sónia RollandAlgorithms and programming are the initial curricular units in a computer science degree; it’s where there is a first contact with thinking algorithmic and a programming language. Always a high rate of failure, often accompanied by abandonment. The workgroup presents itself as an attempt for the students to gain interest in the unit, as well as to improve their skills. This article is part of an investigation that intends to see the benefits of an agile methodology such as SCRUM associated with the project. The agile SCRUM methodology was chosen because its characteristics fit the expected objectives. The principles of rugby scrum are used as a methodology for group work in software projects. The constitution of the groups was imposed and not chosen by the students. Initially 55 students were enrolled in the curricular unit: 11 groups with 5 students each. The work consisted of three parts (each submitted into MOODLE). In the three phases of the project each student had to complete two surveys: one at the beginning of each phase and one at the end of each of the three phases. A final evaluation was requested in the form of an inquiry. On the day of the final presentation, almost all the students said they really liked the group work and explained that they worked much harder in time and effort to do the work than in the tests.Publicação Acesso Aberto CS1: C, Java or Python? Tips for a conscious choice2019 - Sobral, Sónia RollandIntroduction to programming languages is a fundamental point for the beginning of students in the world of computing. The success of programming fundamentals is essential to student success during their academic career. The subject taught in technology courses is a major concern for teachers and course direction. Throughout history it has been verified that the great alterations presented were the new programming languages and paradigms, at least the transition from structured programming to object oriented programming. The content of curricular units remains the same. 30 years ago it was common to use a programming language based on BASIC. Twenty years ago Turbo Pascal was used. In the last 10 years there is a discussion about the use of C, java and Python for first contact with programming. In previous studies we verified that these are the three programming languages most used in the first semester of the courses in computer science. In the second semesters the most used languages are C, C ++ and java. There are two paths to follow: using the same programming language in the first two semesters or using one language in the first semester and another in the second. This last path usually happens with Python and C. The choice which programming language taught is often like that of a football club or religious option, other times it is linked to other important factors such as applications from employers in the world outside the university. This article reflects on the choice of which programming language to adopt in CS1, lists the languages currently most widely adopted in the real world, and used in introductory programming courses in higher education, as well as some studies to choose the initial language. Pedagogical questions and the preparation of students for work are the most important questions. This article list some items that can and should be considered for a conscious choice.Publicação Acesso Aberto 30 Years of CS1: Programming languages evolution2019 - Sobral, Sónia RollandCS1 (computer science 1) is a course that aims to introduce college students to a first contact with the computing world, especially simple computer-coded everyday problems. The lessons focus on computational thinking and introduce the use of one (or several) programming languages for students beginning their university course. CS1 plays an important role in the academic and professional life of new computer scientists. For this reason, this course unit is very much associated with programming languages. Curricula are not much different, but programming languages have changed a lot over the years. How was this change? Are there clues to these changes? Are there logical reasons why the choice of programming language does not hold up? What programming language should the teacher choose to teach students? The discussion about the early programming language is long: there have always been various trends and their fervent supporters, as well as those who are always critical. This article makes a historical review of the programming languages used in the introduction of computing course over the last 30 years, differentiating an evolution of programming language choices in the past century and now. At the end of the article, an evolutionary trend is listed by articles published by people involved in the subject. The methodology used in this article compiles the Google Scholar articles for each of the last 30 years (1988-2018) and analyses which programming languages are used in academic studies. It is very interesting to see how the programming languages used in the introductory programming units change over the years.Publicação Acesso Aberto Technology and academic plans of Law schools in Portugal2018 - Sobral, Sónia RollandStudents enrolled in Portuguese higher education in the Law courses of the 2016-2017 and 2017-2018 school year had 15 different courses of study: five in public universities (two of them with post-work placements), two in non-state public education and eight in private universities. More than 1400 public education posts were filled with high average of the last student placed. Although these students have good grades of admission, they lack some skills, particularly in terms of technologies and of their good use, as university students and later as law graduates. Students coming to university bring little technological knowledge from secondary education since curricula are very poor in this area. In Portugal there is a curriculum in secondary education but not all students were contemplated and often what is taught in these high school subjects is related to internet, blogs or websites (usually taught in a very light way). Usually nothing about office tools, often seen as a poor relative of technology, when in reality they are very powerful means of working (and not only). Although most of the students were born in a digital age, there are many difficulties in terms of basic computer applications from the perspective of the user. In fact, they live surrounded by technology, they use technology to communicate and have fun, and often use digital office applications, but they do so in a very poor and incorrect way. To meet these needs, some of the universities have included in their curriculum some unit’s curricula that aim to provide students with the knowledge and skills to handle the technologies and make a good use of them. This article is part of a study that portrays the technological knowledge of students when they enter a law course, the technological teaching/learning within a course plan in higher education in a law school and after attending technological units provided within a degree, which is the knowledge that the orders intend that the candidates have, as well as the technological needs of the professionals of the different careers that have in common the degree in law. In this article, a study is made of the course plans of the first cycle school year existing in Portugal in the two academics year 2016-2017 and 2017-2018 and list the curricular units that deal with technological concepts and tools. A comparison is made between these different curricular units and suggestions are made for the transmission of computer knowledge to future law graduates.Publicação Acesso Aberto Introduction to programming: Portrait of Higher Education in computer science in Portugal2019-07 - Sobral, Sónia RollandThe first contact with computational thinking and programming languages of students entering higher education in computer science courses is extremely important for the professional future of these students: if successful it may indicate a promising career; otherwise it often leads to early abandonment of these students. The creation and maintenance of courses (1st cycle and 1st plus 2nd cycle integration) in information technology worries directors, coordinators and teachers of these courses. The area is in constant development and, despite the need for highly specialized technicians and almost zero unemployment, that it does not attract as much students who finish high school as it could. We found 193 courses in computer science in Portuguese higher education. Of these we have 106 1st Cycles, 15 Integrated and 1 Preparation; 66 different institutions. We study these courses: type of education (public or private), denomination of courses and types (1st cycle, integrated master's degree or preparation). 59 are public education courses: those in private education do not have much information on the internet. Of these 59 courses only 46 have information available online. This article belongs to an investigation that is done around the university courses of computer science: a picture of what exists, which are the vacancies, averages, success rates, how computer science and programming are linked in curricular terms, or in terms of curricular units and in terms of programming languages. This article focuses on the initial year and initial curricular units of programming of ten Portuguese computer courses that were considered more significant: programming languages, objectives, bibliography and type of evaluation. It is very important to study what is being done and how it is done.