Abordagem arquitetônica para o acompanhamento automático de atividades de aprendizagem em cursos on-line massivos e abertos
DOI:
https://doi.org/10.18046/syt.v14i37.2242Palavras-chave:
Monitoramento, MOOC, acompanhamento, tele-educação.Resumo
Na segunda década do século XXI gerou-se um grande interesse nos cursos on-line massivos e abertos; muitos consideram-nos uma "revolução educacional” porque eles são apresentados como uma solução para a crescente demanda do ensino de nível superior. O seu principal objetivo é atingir um volume elevado de participantes, permitindo-lhes um alcance global e uma aprendizagem mais participativa. No entanto, devido à sua massificação, geram-se uma série de problemas ou desafios, incluindo a falta de uma relação adequada entre o tutor e os alunos, sendo que é impossível que os tutores tenham uma relação pessoal com cada um dos milhares de participantes, tornando difíceis atividades como a avaliação e o monitoramento, impactando também na qualidade da aprendizagem. Neste artigo é proposta uma abordagem arquitetônica para o acompanhamento de atividades de aprendizagem, que pretende melhorar a relação professor/aluno em um ambiente de massificação, para maximizar a qualidade da aprendizagem em cursos online massivos e abertos.
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Roig, R., Mengual, S., & Suárez, C. (2014). Assessment the pedagogical quality of the MOOC. Profesorado, 18 (1), 27-41.
Sampieri, M. (2008). Monitorización del progreso en el aprendizaje [tesis doctoral]. Universidad Politécnica de Cataluña: Barcelona, España.
Teaching with Moodle: An introduction (n.d). Retrieved from: https://learn.moodle.net/
Tovar, E., Dimovska, A., Piedra, N., & Chicaiza, J. (2013). OCW-S: Enablers for building sustainable open education evolving OCW and MOOC. In: Global Engineering Education Conference (EDUCON), 2013 IEEE (pp. 1262-1271). IEEE.
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Yousef, A., Chatti, M., Schroeder, U., & Wosnitza, M. (2014). What drives a successful MOOC? An empirical examination of criteria to assure design quality of MOOCs, In: 2014 IEEE 14th International Conference on Advanced Learning Technologies (pp. 44-48). IEEE.
Zapata-Ros, M. (2013). El diseño instruccional de los MOOC y el de los nuevos cursos abiertos personalizados. Retrieved from: https://scholar.google.com/scholar_url?url=http://revistas.um.es/red/article/download/238661/181351&hl=es&sa=T&oi=gsb-ggp&ct=res&cd=0&ei=iFpkV5q4C4qSmgGljKiAAg&scisig=AAGBfm3dllFvtvI53P0zgk_F6dJDELvJVA
Zegarra, L. & Alvarado, M. (2010). Sistema de monitoreo, seguimiento y evaluación. La Paz, Bolivia: Ministerio de Desarrollo Rural y Tierras.
Buitrago, S. (2013). Educación virtual, pedagogía y didáctica. Ingenium, 7(18), 53-61.
Chen, X., Barnett, D., & Stephens, C. (2013). Fad or future: The
advantages and challenges of massive open online courses (MOOCs), In: B. Chang (Ed.), 2015 Proceedings of the R2P Conference in Adult and Higher Education, Oklahoma City, OK (pp. 20-21).
Claros, I., Cobos, R., Echeverría, L., & Garmendía, A. (2014). Towards a collaborative pedagogical model in MOOCs. In 2014 IEEE Global Engineering Education Conference (EDUCON). (pp. 905-911). IEEE.
Course builder [Google | Open Online Education]. (n.d). Retrieved from: https://www.google.com/edu/openonline/index.html
Daomin, X. (2013). Multi-agent based e-learning intelligent tutoring system for supporting adaptive learning. In: Intelligent Systems Design and Engineering Applications, 2013 Fourth International Conference on. (pp. 393-397). IEEE
DeBoer, J., & Breslow, L. (2014). Tracking progress: predictors of students’ weekly achievement during a circuits and electronics MOOC, In: Proceedings of the first ACM conference on Learning @ scale conference. (pp. 169-170). ACM.
Epstein, D., Acosta, O., da Costa, I., & Reategui, E. (2013). Inquiry-based learning environment using intelligent tutoring system. In: 2013 IEEE Frontiers in Education Conference (FIE). (pp. 1072-1074). IEEE.
Gea, M., Montes, R., Rojas, B., & Bergaz, R. (2014). Massive courses by creating active learning communities. VAEP-RITA, 2(1), 3-10.
Gulati, N. (2013). Framework for cognitive agent based expert system for metacognitive and collaborative E-Learning. In: MOOC Innovation and Technology in Education (MITE), 2013 IEEE International Conference. (pp. 421-426). IEEE.
.LRN. (n.d.). Retrieved from: http://dotlrn.org/
Liyanagunawardena, T., Williams, S., & Adams, A. (2013). The impact and reach of MOOCs: A developing countries’ perspective. eLearning Papers (33), 1-8. Available at: http://centaur.reading.ac.uk/32452/1/In-depth_33_1.pdf
Ministerio de Educación Nacional [MEN]. (2012). Orientaciones para el diseño, producción e implementación de cursos virtuales. Bogotá, Colombia: MEN.
Moodle.(n.d.). Retrieved from: https://moodle.org/
Morales, M., Hernández, R., & Gutl, C. (2014). Telescope, a MOOCs initiative in latin America: Infrastructure, best practices, completion and dropout analysis. In: 2014 IEEE Frontiers in Education Conference (FIE) Proceedings. (pp. 1-7). IEEE
OpenEdx. (2015.). Retrieved from: http://code.edx.org/
OpenMOOC (n.d.). Retrieved from: http://openmooc.org/
Rico, D. (2013). Propuesta de un modelo de evaluación de los procesos de enseñanza-aprendizaje en entornos e-learning. Ingenium, 7(16), 25-38.
Roig, R., Mengual, S., & Suárez, C. (2014). Assessment the pedagogical quality of the MOOC. Profesorado, 18 (1), 27-41.
Sampieri, M. (2008). Monitorización del progreso en el aprendizaje [tesis doctoral]. Universidad Politécnica de Cataluña: Barcelona, España.
Teaching with Moodle: An introduction (n.d). Retrieved from: https://learn.moodle.net/
Tovar, E., Dimovska, A., Piedra, N., & Chicaiza, J. (2013). OCW-S: Enablers for building sustainable open education evolving OCW and MOOC. In: Global Engineering Education Conference (EDUCON), 2013 IEEE (pp. 1262-1271). IEEE.
United Nations Development Program [UNDP]. (2012). Handbook on monitoring and evaluation of results. New York, NY: UNDP.
Yousef, A., Chatti, M., Schroeder, U., & Wosnitza, M. (2014). What drives a successful MOOC? An empirical examination of criteria to assure design quality of MOOCs, In: 2014 IEEE 14th International Conference on Advanced Learning Technologies (pp. 44-48). IEEE.
Zapata-Ros, M. (2013). El diseño instruccional de los MOOC y el de los nuevos cursos abiertos personalizados. Retrieved from: https://scholar.google.com/scholar_url?url=http://revistas.um.es/red/article/download/238661/181351&hl=es&sa=T&oi=gsb-ggp&ct=res&cd=0&ei=iFpkV5q4C4qSmgGljKiAAg&scisig=AAGBfm3dllFvtvI53P0zgk_F6dJDELvJVA
Zegarra, L. & Alvarado, M. (2010). Sistema de monitoreo, seguimiento y evaluación. La Paz, Bolivia: Ministerio de Desarrollo Rural y Tierras.
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2016-08-05
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