Tutoría adap tativa con base en el contexto de los estudiantes en ambientes de ap rendizaje mediados por
Palabras clave:
Modelado del contexto, arquitectura dirigida por modelos, tornos de aprendizaje mediados por tecnología, diseño instruccional, tutoría adaptativa, aprendizaje adaptativo, análisis de trazas, lenguaje de definición de trazas, UTLResumen
Un modelo de contexto para un escenario pedagógico explica a sus usuarios (profesores, diseñadores y desarrolladores de software) la manera como un entorno de aprendizaje basado en tecnología llevará a cabo el proceso educativo. Por lo tanto, su estructura deberá expresar lo más claramente posible todos los elementos que lo componen (tanto en el nivel educativo como en la fase de diseño del software) y sus interrelaciones, y deberá permitir realizar análisis de su comportamiento para su futuro mejoramiento. Este trabajo define un proceso de modelado del contexto para adaptar acciones tutoriales llevadas a cabo en actividades de aprendizaje mediadas por tecnología y para influenciar la autorregulación de dichas acciones en lo relacionado con la asistencia y monitorización personalizada de las necesidades de los estudiantes frente a la temática específica tratada y el mantenimiento y actualización de las estrategias de enseñanza/aprendizaje y de los objetos de aprendizaje (contenidos).
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Referencias
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2. BALDIRIS, S., SANTOS, O., HUERVA, D., FABREGAT, R. and BOTICARIO, J.G. Multidimensional Adaptations for Open Learning Management Systems. In: IEEE/WIC/ACM Joint International Conference on Web Intelligence and Intelligent Agent Technology. 3, (2008); p. 352-356.
3. BLOOM, B-S. Taxonomy of Educational Objectives. New York: David Mckay, 1956.
4. BRUNER, J. S. Child’s talk. New York: W. W. Norton, 1983.
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6. CHOQUET, C. Ingénierie et Réingénierie des EIAH l’Approche REDiM. Le Mans, France, 2007. Thesis for Habilitation à Diriger des Recherches en Informatique, Université du Maine.
7. CHOQUET, C. and IKSAL, S. Modeling Tracks for the Model Driven Re-engineering of a TEL System. In: Journal of Interactive Learning Research. 18(2) (2007); p. 161-184.
8. DERVIN, B. Given a Context by any Other Name: Methodological Tools for Taming the Unruly Beast. In: P. Vakkari, R. Savolainen & B. Dervin (Eds.): Information seeking in context. (1997);p. 13-18.
9. DESPRÉS C. Modélisation et Conception d’un Environnement de Suivi Pédagogique Synchrone d’Activités d’Apprentissage à Distance. Le Mans, France, 2001. Thèse de Doctorat, Université du Maine.
10. DEY, A.K. and ABOWD, G.D. Toward a Better Understanding of Context and Context-Awareness. In: Conference on Human Factors in Computing Systems CHI 2000 - Workshop on the What, Who, Where, When, Why and How of Context-Awareness. Hague, Netherlands. 2000.
11. FELDER, R. Matters of Style. ASEE Prism. 6(4) (1996); p 18-23.
12. GRAF, S. Fostering Adaptivity in E-Learning Platforms: A Meta- Model Supporting Adaptive Courses. In: International Conference on Cognition and Exploratory Learning in Digital Age CELDA 2005, IADIS Press. (2005); p. 440-443.
13. HOFSTADER, J. Model-Driven Development Applied to Microsoft Visual Studio, 2006. [cited October 2009]. Available by Internet: <http://msdn.microsoft.com/en-us/library/aa964145.aspx>.
14. ILS: Index of Learning Styles. [Online] NCSU website – Felder. Available by Internet: <http://www4.ncsu.edu/unity/lockers/ users/f/felder/public/ILSpage.html>.
15. IA: Interaction Analysis – Supporting Participants in Technology Based Learning Activities. [online] Action of the European Network of Excellence Kaleidoscope. Available by Internet: <http://www. noe-kaleidoscope.org>.
16. LANGLOIS, J.P. On Behalf of the Mountain Area Health Education Centre - Giving Feedback. [online] An Educational Monograph for Community Based Teachers. Available by Internet: <http://www. mtn.ncahec.org/pdp/e-Learning_Tools.asp>.
17. MCCRACKEN, M., ALMSTRUM, V., DIAZ, D., GUZDIAL, M., HAGAN, D., YIFAT KOLIKANT, Y., LAXER, C., THOMAS, L., UTTING, L. and WILUSZ, T. A Multi-National, Multi- Institutional Study of Assessment of Programming Skills of First-Year CS Students. In: Working Group Reports from ITiCSE on Innovation and Technology in Computer Science Education, Canterbury, UK: December. 2001.
18. KOPER, R. Modeling Units of Study from a Pedagogical Perspective: the Pedagogical Meta-model behind EML. 2002. Research Report for the IMS Learning Design Group, Educational Technology Expertise Centre, Open University of the Netherlands.
19. PAQUETTE, G. Instructional Engineering for Network-Based Learning. Pfeiffer/Wiley Publishing Co, 2003. 262 p.
20. PEÑA, C.I., CHOQUET, C., DESPRÉS, C., IKSAL, S., JACOBONI, P., LEKIRA, A., OURAIBA, E.A., PHAM-THI-NGOC, D. Engineering and Reengineering of Technology Enhanced Learning Scenarios Using Context Awareness Processes. Book chapter 3. in: Intelligent and Adaptive Learning Systems: Technology Enhanced Support for Learners and Teachers. IGI Global Disseminator of knowledge. (2011); p. 34 - 58.
21. PEÑA, C.I., GÓMEZ, S.E., MEJÍA, C., FABREGAT R. Competence Formation through Learning Objects in a Multiagent Virtual Educational Environment. In: IEEE/WIC/ACM International Conference on Web Intelligence and Intelligent Agent Technology, IEEE Computer Society, CS Digital Library. (2008); p. 343-347.
22. PEÑA, C.I. Adaptive and Assisted Educational Hypermedia. Germany: VDM Verlag Dr. Müeller e.K., 2008. 408 p.
23. PEDALO: Research Project at LIUM Lab which Supports Learning of Java Programming Language Using a TEL Environment. 2009. Université du Maine, France.
24. PHAM THI NGOC, D., IKSAL, S., CHOQUET, C., KLINGER, E. UTLCL: a Declarative Calculation Language Proposal for a Learning Tracks Analysis Process. In: 9th IEEE International Conference on Advanced Learning Technologies ICALT 2009. (2009); p. 681-685.
25. RANDRIAMALAKA, N., IKSAL, S., CHOQUET, C. Indicators’ Elicitation Process for Re-Engineering of Learning Scenario: Tracks Approach Based On Usage Tracking Language. In: 7th IEEE International Conference on Advanced Learning Technologies ICALT2007 (2007);p. 492-496.
26. RATCLIFFE, M.B. Improving the Teaching of Introductory Programming by Assisting the Strugglers. In: The 33rd ACM Technical Symposium on Computer Science Education, Cincinnati, USA. 2002.
27. REDiM: Réingénierie des EIAH Dirigée par les Modèles, Research Project at LIUM Lab. 2007. Université du Maine, France.
28. SIL: Summer Institute of Linguistics Inc. Available by Internet: <http://www.sil.org/sil/>
29. VÖLTER, M. and STAHL, T. Model-Driven Software Development. In: John Wiley. 2006. 480 p.
30. WEBER, G. and BRUSILOVSKY, P. ELM-ART: an Adaptive Versatile System for Web-Based Instruction. In: International Journal of Artificial Intelligence in Education. (12). (2001); p. 351-384. 31. WEI, F., MORITZ, S., PARVEZ, S. and BLANK, G.D. A Student Model for Object-Oriented Design and Programming. In: Journal of Computing Sciences in Colleges. 20(5) (2005); p. 260-273.
2. BALDIRIS, S., SANTOS, O., HUERVA, D., FABREGAT, R. and BOTICARIO, J.G. Multidimensional Adaptations for Open Learning Management Systems. In: IEEE/WIC/ACM Joint International Conference on Web Intelligence and Intelligent Agent Technology. 3, (2008); p. 352-356.
3. BLOOM, B-S. Taxonomy of Educational Objectives. New York: David Mckay, 1956.
4. BRUNER, J. S. Child’s talk. New York: W. W. Norton, 1983.
5. CHICKERING, A.W. and EHRMANN, S.C. (1996). Implementing the Seven Principles: Technology as Lever. In: AAHE Bulletin. (October, 1996); p. 3-6.
6. CHOQUET, C. Ingénierie et Réingénierie des EIAH l’Approche REDiM. Le Mans, France, 2007. Thesis for Habilitation à Diriger des Recherches en Informatique, Université du Maine.
7. CHOQUET, C. and IKSAL, S. Modeling Tracks for the Model Driven Re-engineering of a TEL System. In: Journal of Interactive Learning Research. 18(2) (2007); p. 161-184.
8. DERVIN, B. Given a Context by any Other Name: Methodological Tools for Taming the Unruly Beast. In: P. Vakkari, R. Savolainen & B. Dervin (Eds.): Information seeking in context. (1997);p. 13-18.
9. DESPRÉS C. Modélisation et Conception d’un Environnement de Suivi Pédagogique Synchrone d’Activités d’Apprentissage à Distance. Le Mans, France, 2001. Thèse de Doctorat, Université du Maine.
10. DEY, A.K. and ABOWD, G.D. Toward a Better Understanding of Context and Context-Awareness. In: Conference on Human Factors in Computing Systems CHI 2000 - Workshop on the What, Who, Where, When, Why and How of Context-Awareness. Hague, Netherlands. 2000.
11. FELDER, R. Matters of Style. ASEE Prism. 6(4) (1996); p 18-23.
12. GRAF, S. Fostering Adaptivity in E-Learning Platforms: A Meta- Model Supporting Adaptive Courses. In: International Conference on Cognition and Exploratory Learning in Digital Age CELDA 2005, IADIS Press. (2005); p. 440-443.
13. HOFSTADER, J. Model-Driven Development Applied to Microsoft Visual Studio, 2006. [cited October 2009]. Available by Internet: <http://msdn.microsoft.com/en-us/library/aa964145.aspx>.
14. ILS: Index of Learning Styles. [Online] NCSU website – Felder. Available by Internet: <http://www4.ncsu.edu/unity/lockers/ users/f/felder/public/ILSpage.html>.
15. IA: Interaction Analysis – Supporting Participants in Technology Based Learning Activities. [online] Action of the European Network of Excellence Kaleidoscope. Available by Internet: <http://www. noe-kaleidoscope.org>.
16. LANGLOIS, J.P. On Behalf of the Mountain Area Health Education Centre - Giving Feedback. [online] An Educational Monograph for Community Based Teachers. Available by Internet: <http://www. mtn.ncahec.org/pdp/e-Learning_Tools.asp>.
17. MCCRACKEN, M., ALMSTRUM, V., DIAZ, D., GUZDIAL, M., HAGAN, D., YIFAT KOLIKANT, Y., LAXER, C., THOMAS, L., UTTING, L. and WILUSZ, T. A Multi-National, Multi- Institutional Study of Assessment of Programming Skills of First-Year CS Students. In: Working Group Reports from ITiCSE on Innovation and Technology in Computer Science Education, Canterbury, UK: December. 2001.
18. KOPER, R. Modeling Units of Study from a Pedagogical Perspective: the Pedagogical Meta-model behind EML. 2002. Research Report for the IMS Learning Design Group, Educational Technology Expertise Centre, Open University of the Netherlands.
19. PAQUETTE, G. Instructional Engineering for Network-Based Learning. Pfeiffer/Wiley Publishing Co, 2003. 262 p.
20. PEÑA, C.I., CHOQUET, C., DESPRÉS, C., IKSAL, S., JACOBONI, P., LEKIRA, A., OURAIBA, E.A., PHAM-THI-NGOC, D. Engineering and Reengineering of Technology Enhanced Learning Scenarios Using Context Awareness Processes. Book chapter 3. in: Intelligent and Adaptive Learning Systems: Technology Enhanced Support for Learners and Teachers. IGI Global Disseminator of knowledge. (2011); p. 34 - 58.
21. PEÑA, C.I., GÓMEZ, S.E., MEJÍA, C., FABREGAT R. Competence Formation through Learning Objects in a Multiagent Virtual Educational Environment. In: IEEE/WIC/ACM International Conference on Web Intelligence and Intelligent Agent Technology, IEEE Computer Society, CS Digital Library. (2008); p. 343-347.
22. PEÑA, C.I. Adaptive and Assisted Educational Hypermedia. Germany: VDM Verlag Dr. Müeller e.K., 2008. 408 p.
23. PEDALO: Research Project at LIUM Lab which Supports Learning of Java Programming Language Using a TEL Environment. 2009. Université du Maine, France.
24. PHAM THI NGOC, D., IKSAL, S., CHOQUET, C., KLINGER, E. UTLCL: a Declarative Calculation Language Proposal for a Learning Tracks Analysis Process. In: 9th IEEE International Conference on Advanced Learning Technologies ICALT 2009. (2009); p. 681-685.
25. RANDRIAMALAKA, N., IKSAL, S., CHOQUET, C. Indicators’ Elicitation Process for Re-Engineering of Learning Scenario: Tracks Approach Based On Usage Tracking Language. In: 7th IEEE International Conference on Advanced Learning Technologies ICALT2007 (2007);p. 492-496.
26. RATCLIFFE, M.B. Improving the Teaching of Introductory Programming by Assisting the Strugglers. In: The 33rd ACM Technical Symposium on Computer Science Education, Cincinnati, USA. 2002.
27. REDiM: Réingénierie des EIAH Dirigée par les Modèles, Research Project at LIUM Lab. 2007. Université du Maine, France.
28. SIL: Summer Institute of Linguistics Inc. Available by Internet: <http://www.sil.org/sil/>
29. VÖLTER, M. and STAHL, T. Model-Driven Software Development. In: John Wiley. 2006. 480 p.
30. WEBER, G. and BRUSILOVSKY, P. ELM-ART: an Adaptive Versatile System for Web-Based Instruction. In: International Journal of Artificial Intelligence in Education. (12). (2001); p. 351-384. 31. WEI, F., MORITZ, S., PARVEZ, S. and BLANK, G.D. A Student Model for Object-Oriented Design and Programming. In: Journal of Computing Sciences in Colleges. 20(5) (2005); p. 260-273.
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2017-06-30
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Tutoría adap tativa con base en el contexto de los estudiantes en ambientes de ap rendizaje mediados por. (2017). Entramado, 9(1), 240-252. https://revistas.unilibre.edu.co/index.php/entramado/article/view/3456
