Produção de um curso online: contributo para a comunicação entre técnico e professor

Dissertação de mestrado em Ciências da Educação (área de especialização em Tecnologia Educativa)

An Ontology for Open Rubric Exchange on the Web

While the Internet has given educators access to a steady supply of Open Educational Resources, the educational rubrics commonly shared on the Web are generally in the form of static, non-semantic presentational documents or in the proprietary data structures of commercial content and learning management systems.With the advent of Semantic Web Standards, producers of online resources have a new framework to support the open exchange of software-readable datasets. Despite these advances, the state of the art of digital representation of rubrics as sharable documents has not progressed.This paper proposes an ontological model for digital rubrics. This model is built upon the Semantic Web Standards of the World Wide Web Consortium (W3C), principally the Resource Description Framework (RDF) and Web Ontology Language (OWL).

Assessment and reuse of contents in the competence-based educational platform InterMediActor

This paper describes a failure alert system and a methodology for content reuse in a new instructional design system called InterMediActor (IMA). IMA provides an environment for instructional content design, production and reuse, and for students’ evaluation based in content specification through a hierarchical structure of competences. The student assessment process and information extraction process for content reuse are explained.

LMS y web 2.0 una relación simbiótica en las aulas universitarias Diseño e integración de actividades pedagógicas 2.0 en una plataforma Blackboard

Peer-reviewed

LMS y web 2.0 una relación simbiótica en las aulas universitarias. Diseño e integración de actividades pedagógicas 2.0 en una plataforma Blackboard

Peer-reviewed

Verkko-oppimateriaalien uudelleenkäytettävyys ja siirrettävyys oppimisalustalta toiselle

Työssä tarkastellaan oppimisalustoilla käytettäviä testikysymyksiä ja oppisisältöjä uudelleen-käytettävyyden ja siirrettävyyden näkökulmasta. Tavoitteena on selvittää, minkälaisia välineitä määrämuotoisten sisältöjen tuottamista varten on olemassa, ja miten niillä luodut materiaalit ovat siirrettävissä työvälineestä toiseen ja oppimisalustoille. Tutkittavana ovat sisällön paketointiin tarkoitetutSCORM- ja IMS Content Packaging -spesifikaatiot sekä kysymysten esittämiseen tarkoitettu IMS Question and Test Interoperability -spesifikaatio. Pääpaino työssäon selvittää, miten oppisisällöt ovat siirrettävissä WebCT- ja Moodle-alustojenvälillä. Tähän liittyen on luotu ohjeistus, miten yksittäiset tiedostot, kysymykset ja Sisältökokonaisuus-työkalulla koostetut sisällöt siirretään WebCT:ltä Moodleen.

Yliopistojen verkko-oppimisympäristöissä jaeltavan materiaalin tekijänoikeuskysymykset

Tutkimuksen tavoitteena on selvittää yliopistojen verkko-oppimisympäristöjen ja tekijänoikeuden välisen suhteen perusta siitä näkökulmasta, kuka omistaa oikeudet yliopistojen perusopetuksessa verkko-oppimisympäristöihin tuotettavaan tekijänoikeuden alaiseen materiaaliin. Työssä on keskitetty audiovisuaalisen oppimateriaalin erityispiirteisiin. Tutkimuksen säädöspohja koostuu pääasiassa tekijänoikeusneuvoston lausunnoista. Lisäksi tarkastelun pohjana on käytetty oikeuskirjallisuutta. Tekijänoikeuksista sopiminen on tapa, jolla korkeakoulujen toiminnan perusperiaatteet käytännössä turvataan tai sivuutetaan. Sopimiseen voidaan käyttää olemassa olevia sopimusmalleja tai avoimia lisenssejä. Verkko-oppimisympäristöt ja audiovisuaaliset oppimateriaalit tulevat vahvistamaan asemaansa tulevaisuudessa. Täsmentämällä kenellä on tekijänoikeudet opetuksessa käytettävään aineistoon, miten oikeudet vaikuttavat ja miten aineistoa näiden oikeuksien valossa voidaan konkreettisesti käyttää, pystyvät yliopistot varautumaan tulevaisuuden haasteisiin tekijänoikeuskysymysten hallinnassa

Using Moodle to provide added value in the teaching of a software development course

The rate of adoption and use of learning management systems to support teaching and learning processes in academic institutions is growing rapidly. Universities are acquiring systems with functionalities that can match with their specific needs and requirements. Moodle is one of the most popular and widely deployed learning management systems in academic institutions today. However, apart from the system, universities tend to maintain other applications for the purpose of supplementing their teaching and learning processes. This situation is similar to Lappeenranta University of Technology (LUT), which is our case study in this project. Apart from Moodle, the university also maintains other systems such as Oodi, Noppa and Uni portal for the purpose of supporting its educational activities. This thesis has two main goals. The first goal is to understand the specific role of Moodle at LUT. This information is fundamental in assessing whether Moodle is needed in the university’s current teaching and learning environment. The second aim is to provide insights to teachers and other departmental stakeholders on how Moodle can provide added value in the teaching of a software development course. In response to this, a Moodle module for a software development course is created and the underlying features are tested. Results of the constructive work proposed some improvements through (i) the use of Moodle for in-class surveys, (ii) transfer of grades from Moodle to Oodi, (iii) use of Moodle in self-study courses and MOOCs, (iv) online examinations, and (v) Moodle integrations with third party applications. The proposed items were then evaluated for their utility through interviews of five expert interviews. The final results of this work are considered useful to LUT administration and management specifically on ways that Moodle can bring changes to the university at managerial, economical and technical level. It also poses some challenges on platform innovations and research.

¿LMS : estrategia complementaria de aprendizaje de lenguas en cursos intensivos?

Monográfico con el título: 'Convergencia tecnológica: la producción de pedagogías high tech'. Resumen basado en el de la publicación

Educación continua a distancia : modelos, entornos, desarrollo y especificaciones.

Resumen basado en el de la publicación

Evaluación de la calidad en entornos virtuales de aprendizaje : entornos sociales de aprendizaje.

Resumen basado en el de la publicación

Modelo conceptual en los almacenes de objetos de aprendizaje para docencia on-line universitaria.

Resumen basado en el de la publicación

An??lisis psicom??trico de una escala de percepci??n sobre la utilidad de Moodle en la universidad

Resumen basado en el de la publicaci??n

A Design for Generating Personalised Feedback in Knowledge Construction

As the learning paradigm shifts to a more personalised learning process, users need dynamic feedback from their knowledge path. Learning Management Systems (LMS) offer customised feedback dependent on questions and the answers given. However these LMSs are not designed to generate personalised feedback for an individual learner, tutor and instructional designer. This paper presents an approach for generating constructive feedback for all stakeholders during a personalised learning process. The dynamic personalised feedback model generates feedback based on the learning objectives for the Learning Object. Feedback can be generated at Learning Object level and the Information Object level for both the individual learner and the group. The group feedback is meant for the tutors and instructional designer to improve the learning process.

An algorithm for automatic checking of exercises in a dynamic geometry system: iGeom

One of the key issues in e-learning environments is the possibility of creating and evaluating exercises. However, the lack of tools supporting the authoring and automatic checking of exercises for specifics topics (e.g., geometry) drastically reduces advantages in the use of e-learning environments on a larger scale, as usually happens in Brazil. This paper describes an algorithm, and a tool based on it, designed for the authoring and automatic checking of geometry exercises. The algorithm dynamically compares the distances between the geometric objects of the student`s solution and the template`s solution, provided by the author of the exercise. Each solution is a geometric construction which is considered a function receiving geometric objects (input) and returning other geometric objects (output). Thus, for a given problem, if we know one function (construction) that solves the problem, we can compare it to any other function to check whether they are equivalent or not. Two functions are equivalent if, and only if, they have the same output when the same input is applied. If the student`s solution is equivalent to the template`s solution, then we consider the student`s solution as a correct solution. Our software utility provides both authoring and checking tools to work directly on the Internet, together with learning management systems. These tools are implemented using the dynamic geometry software, iGeom, which has been used in a geometry course since 2004 and has a successful track record in the classroom. Empowered with these new features, iGeom simplifies teachers` tasks, solves non-trivial problems in student solutions and helps to increase student motivation by providing feedback in real time. (c) 2008 Elsevier Ltd. All rights reserved.