Tutoria adap tativa com base no contexto dos estudantes em ambientes de ap rendizagem mediados por tecnologia
Palavras-chave:
Modelado do contexto, arquitetura dirigida por modelos, ambientes de aprendizagem mediados por tecnologia, design instrucional, tutoria adaptativa, aprendizagem adaptativa, análise de traçados, linguagem de definição de traçados, utlResumo
Um modelo de contexto para um cenário pedagógico explica a seus usuários (professores, designers e desenvolvedores de software) a forma como um ambiente de aprendizagem baseado em tecnologia irá realizar o processo educacional. Portanto, sua estrutura deverá expressar com a maior clareza possível todos os elementos que o compõem (tanto a nível educacional quanto na fase do design de software) e suas interrelações, e deverá permitir a análise de seu comportamento para seu melhoramento futuro. Este trabalho define um processo de modelagem do contexto para adequar as ações de tutoria implementadas em atividades de aprendizagem mediadas por tecnologia e para influenciar a auto-regulação de tais ações naquilo que se relaciona com a assistência e monitorização personalizada das necessidades dos estudantes perante a questão específica tratada e a manutenção e atualização das estratégias de ensino / aprendizagem e dos objetos de aprendizagem (conteúdos).
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Referências
1. ARRUARTE, A., FERNANDEZ-CASTRO, I., FERRERO, B. and GREER, J. The IRIS Shell: How to Build ITSs from Pedagogical and Design Requisites. In: International Journal of Artificial Intelligence in Education. 8, (1997); p. 341-381.
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.
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.
