Web Boas Vindas DV Bootcamp I 2026 03 12 07 59 GMT 03 00

Welcome to Bootcamp 1

Introduction by Professor Marcelo Carbone Gomes

• The session begins with a warm welcome from Professor Marcelo Carbone Gomes, who introduces himself as the instructor for Bootcamp 1.

• He invites participants to engage actively during the session, either through microphone interventions or by posting questions in the chat.

• The professor shares his professional background and experience in higher education, emphasizing his long-standing career since 1993.

Professional Background

• Professor Gomes outlines his teaching journey, starting from vocational education to higher education since 2005.

• He mentions his extensive experience working with both private and public organizations over a span of more than 30 years.

• His academic qualifications include degrees in Computer Science and Pedagogy, along with postgraduate studies in project management and artificial intelligence.

Course Structure Overview

• The professor transitions to discussing the course structure, highlighting that classes will be held approximately every two weeks.

• He notes that the first synchronous class will occur next week and emphasizes that each session lasts about 50 minutes.

Attendance Policy

• Students unable to attend live sessions can watch recorded classes; attendance is counted only if logged in with their institutional email (@spreseceu.com).

• It’s crucial for students to log in correctly to ensure their attendance is recorded when watching recordings later.

Online Learning Environment

• The professor demonstrates navigating the online classroom platform, stressing the importance of checking announcements regularly.

• He encourages students to frequently review the course calendar for assignment deadlines and meeting dates.

Communication Guidelines in the Course

Private Messaging and Contact Methods

• Students are encouraged to use private messaging for personal questions that they prefer not to share publicly.

• The only approved methods of contact with the professor are through "fale com o professor" or private messaging on the platform, as these ensure notifications for responses.

• Email is not used for course-related communication due to high volume and lack of notification; it is reserved for external contacts like conference registrations.

• Following institutional guidelines, all communications must occur via the platform to streamline responses and maintain organization.

Access Requirements for Online Sessions

• Attendance at live sessions or access to recordings requires using an @seprescu.com email account; other accounts will be denied access.

• This policy is in place for information security reasons, preventing potential cyber attacks on the institution.

• Logging in with a non-approved email will result in inability to attend online meetings or register attendance properly.

Course Structure and Expectations

Overview of Course Information

• The course consists of 75 hours of fully virtual instruction, with no scheduled in-person meetings due to faculty availability constraints.

• Unlike traditional courses, this Bootcamp does not have exams but focuses on developing activities instead. Students will engage in synchronous sessions lasting 50 minutes each week.

Activities and Learning Objectives

• Initial classes will include demonstrations of tools necessary for completing assigned activities, starting with an introductory challenge presented during the first session.

• Key topics covered include version control systems (Git), collaboration techniques, code review processes, and integration with various tools essential for project management and portfolio development.

Introduction to Version Control with GitHub

Overview of GitHub in IT Projects

• The course emphasizes the use of GitHub for version control and collaboration in IT projects, highlighting its importance throughout the study cycle.

• Key competencies include familiarity with essential tools for software development and integrating functionalities across various applications like Google Workspace and Microsoft Office.

Skills Development through GitHub

• Students will learn to configure and utilize GitHub for project management, including understanding commands for version control using Git.

• The bootcamp adopts a project-based learning methodology, focusing on building a user profile that compiles activities into a professional portfolio.

Portfolio Creation

• Throughout the course, students will create both personal and professional portfolios to showcase their academic work, aiding future job searches or internships.

• The portfolio serves as a "business card," demonstrating experiences gained during higher education.

Course Structure and Stages

Breakdown of Course Phases

• The course is divided into three stages:

• Stage One: Introduction to fundamental concepts of Git and GitHub.

• Stage Two: Focus on integrations, extensions, and advanced commands within GitHub.

• Stage Three: Final challenge culminating in the creation of the professional portfolio.

Information Inclusion in Portfolios

• Students without prior professional experience can include personal information relevant for job applications or selection processes.

Essential Resources and Bibliography

Recommended Reading Materials

• Basic bibliography includes texts available in virtual libraries accessible to students. Notable titles include:

• "Computação em Nuv" by COB Júnior,

• "DevOps" by Padilha,

• "Engenharia de Software" by Presman.

Additional Learning Resources

• Complementary resources such as documentation on Git and articles related to DevOps practices are also recommended for deeper understanding.

Course Policies on Submissions

Submission Guidelines

• All assignments must be submitted via the designated online platform; submissions through other means (e.g., email) are not accepted.

• Timely submission is crucial as the platform tracks attendance based on assignment submissions. Failure to submit affects attendance records.

Understanding Platform Participation and Grading

Importance of Platform Engagement

• The platform automatically tracks user login duration, which is essential for calculating attendance and participation.

• Activities completed outside the platform do not count towards attendance or grades; failure to submit on the platform results in a zero grade.

• There are no opportunities for makeup activities or recovery grades; students must adhere strictly to deadlines.

Attendance Requirements

• Attendance is monitored through three main components: initial welcome activity (5% attendance), diagnostic quiz (5% attendance), and synchronous web classes (7.5% each).

• Students need at least 75% attendance to pass the course, with six synchronous web classes contributing significantly to this requirement.

Activity Breakdown

• Each stage of the course has specific activities that contribute to overall attendance:

• Initial challenge (10%)

• Intermediate challenge (15%)

• Final challenge (20%)

Frequency Monitoring

• The maximum allowable absences are capped at 25%, meaning students must maintain a minimum of 75% presence as calculated by the platform.

• The platform independently manages frequency calculations, leaving no room for manual adjustments by instructors.

Submission Timeliness

• Students are advised against procrastination; all activities must be completed within specified timeframes to avoid penalties.

• Detailed schedules outline when recordings can be viewed, emphasizing that late viewing does not count towards attendance.

Grading Structure Explained

Distribution of Grades

• The grading system mirrors the structure of attendance tracking:

• Diagnostic quiz contributes 5%

• Participation in workshops accounts for an additional 7.5%

Impact of Non-submission on Grades

• Not submitting initial assignments results in lost points, but attending live sessions still allows students to earn partial credit based on participation.

Course Structure and Requirements

Overview of Assessment and Participation

• The platform will track participation, which directly affects grading. If a student receives a zero, it may be due to not completing tasks on time.

• Activities are cumulative; initial submissions are necessary for subsequent tasks. Missing the first task results in a zero but is required for later stages.

• To complete the final challenge, students must have submitted both initial and intermediate activities as part of their portfolio development.

• Each stage improves the portfolio, emphasizing that prior work is essential for progression through the course.

Grading Criteria

• A minimum of 50% of total points and 75% attendance is required to pass the course. This highlights the importance of both performance and engagement.

Clarifications on Course Logistics

Communication with Faculty

• Students can consult Professor Flávio regarding curriculum details and course structure since this discipline is foundational within their program.

Attendance Verification

• Attendance is tracked via login credentials (@semprceu.com). Simply clicking a link does not count unless logged into the platform correctly.

Webinar Access Details

Synchronous Learning Environment

• Links to synchronous classes will be available 10 minutes before each session for security reasons; they are not pre-published or consistent across sessions.

Initial Activity Introduction

First Assignment: Portfolio Creation

• The first assignment involves creating a digital professional portfolio, integrating personal history such as hobbies or skills relevant to career beginnings.

Importance of Personal History

• Students are encouraged to include personal experiences (e.g., hobbies like photography), especially if they lack extensive professional backgrounds.

Building a Digital Portfolio

Importance of Personal Experiences in Portfolio Development

• The construction of a portfolio should include personal life experiences, especially for those without professional careers yet. This helps showcase soft skills that organizations value during selection processes.

• Employers look for insights into how candidates relate to others through activities like sports or volunteer work, which reflect their interpersonal skills and character.

Objectives and Tools for Creating the Portfolio

• The main goal is to develop a digital portfolio using tools like Git and GitHub to present organized skills, experiences, and projects professionally.

• A well-crafted portfolio serves as a tool for job seekers, particularly students looking for internships or entry-level positions.

Structure of the Digital Portfolio

• The portfolio, referred to as "portfolio hub," should contain relevant information about academic and professional journeys.

• Students are encouraged to continuously update their portfolios with new projects or coursework throughout their studies.

Key Sections to Include in the Portfolio

• Essential sections include personal profile, resume detailing education and experience, developed projects, and any other pertinent information that highlights skills and achievements.

Detailed Breakdown of Required Sections

1. Personal Profile:

• Should feature a brief biography along with a professional photo; casual images (e.g., from events like Carnival) are discouraged.

2. Resume:

• Must detail academic background, work experience, technical skills, languages spoken, certifications; even travel experiences can be included if they add value.

3. Projects:

• Document both academic and professional projects undertaken during studies; links to relevant documents or presentations should be provided.

4. Skills Presentation:

• Highlight both technical abilities and competencies acquired through various experiences; this section is crucial in showcasing readiness for the job market.

Creating an Engaging Presentation

Importance of Visual Storytelling

• The speaker emphasizes the use of visually appealing slides to enhance presentations, suggesting a storytelling approach to engage the audience.

• Participants are encouraged to suggest additional elements beyond slides, fostering creativity and collaboration in their presentations.

Communication and Support

• The speaker invites questions about content inclusion, such as videos from personal experiences, ensuring open communication for clarification.

• All communication is directed through a specific platform for efficiency; responses will typically be provided within 48 hours.

Crafting a Professional Portfolio

• Emphasis is placed on creating a visually attractive portfolio that tells the individual's story while maintaining professionalism.

• Participants are advised to review their portfolios critically before public sharing, ensuring all content aligns with professional standards.

Recommendations and Additional Content

• Including recommendations from various sources (teachers, peers) is encouraged; these can take multiple formats like text or video.

• Participants are free to add optional sections showcasing artistic work or event participation as part of their narrative.

Steps for Developing Digital Portfolios

Planning and Structure

• Initial planning is crucial; participants should outline what they want to include in their digital portfolio before using any tools.

Content Creation Process

• Focus on drafting essential documents like resumes and biographies, with peer reviews suggested for quality improvement.

Multimedia Integration

• Creating multimedia content (videos, podcasts) is highlighted as vital for showcasing projects and skills effectively.

Utilizing GitHub Pages

Building Your Portfolio Website

• Introduction to GitHub Pages allows participants to create personalized web pages that serve as online portfolios.

Presentation Format

• Due to virtual learning constraints, participants will record presentations instead of presenting live. Videos can be uploaded privately on YouTube.

Sharing Your Work

• Instructions are provided on how to share recorded presentations securely via unlisted YouTube links.

Video Presentation Guidelines

Overview of Video Submission Requirements

• Students are required to publish their videos on YouTube as unlisted and provide the link for evaluation.

• Emphasis is placed on the importance of personal presentation in the video; AI tools cannot be used for video production.

• Students must present themselves in the video, simulating a classroom environment without outsourcing narration or content creation.

Tools and Techniques for Video Production

• The recommended tool for creating videos is OBS Studio, a free software that allows screen sharing and webcam recording.

• Students should appear in a corner of the screen while explaining their project, similar to how the instructor presents during lessons.

Evaluation Criteria and Expectations

• Failure to personally present will result in at least a 50% deduction from the overall grade; personal experience in presentations is crucial for future job markets.

• Students must create a portfolio site using GitHub, configuring visibility settings appropriately (public or restricted access).

Project Planning and Submission Details

• Two sessions are allocated for discussions about project construction; students should begin researching and organizing materials immediately.

• Quality of work over time is emphasized; projects completed hastily will not meet quality standards. Rigorous grading criteria will be applied.

Design, Originality, and Final Submission Format

• Aesthetic aspects such as design and usability will be considered during evaluations; originality in portfolio presentation is encouraged.

• Submissions must include a PDF file containing links to both the YouTube video and the portfolio site. All activities are individual assignments with a strict deadline set for April 12th at 23:55.

Administrative Procedures and Course Guidelines

Student Responsibilities and Communication

• Students are instructed to submit administrative requests, such as extensions due to health issues, through the "Espaço do Aluno" platform for evaluation by course coordination.

• If a request is approved, it will be returned to the professor for processing; if denied, students must discuss further with course coordination.

Ethical Standards in EAD

• The importance of adhering to the EAD (Educação a Distância) code of ethics is emphasized. Students are encouraged to read and understand these guidelines as they will be used for evaluating submissions.

Technical Support and Resources

• The session opens up for questions from students regarding technical support and resources available for completing assignments.

Use of Equipment

• Students can utilize CUB laboratories equipped with necessary technology if they lack personal equipment like cameras or smartphones.

• Clarification on video submission requirements: longer presentations (15-20 minutes) are acceptable, while one-minute videos may not suffice.

Portfolio Development

• The entire course revolves around building a portfolio where students compile requested materials such as resumes, websites, videos, and experiences.

Addressing Student Concerns

Accessibility Issues

• A student raises concerns about fairness regarding access to laboratory facilities for those living far away or having other commitments that make attendance difficult.

Technology Limitations

• Another concern is raised about using smartphones for video creation; students argue that current smartphone technology may not meet assignment requirements effectively.

Course Structure Clarifications

• The instructor clarifies that the course does not require physical presence at CEUB but encourages use of labs during scheduled sessions.

Coordination with Faculty

• Students are advised to communicate directly with course coordinators regarding any logistical issues related to lab access or assignment completion methods.

Final Remarks and Resources

Suggestions for Video Creation

• For recording presentations, students can use software like OBS Studio to combine footage from their devices into a cohesive video presentation.

Closing Statements

• The instructor thanks participants for their engagement in the live session and reminds them that all relevant materials are available online. Further assistance can be sought via direct communication channels.