If you ask 5 different teachers what the best way to teach a new technology to a student is you will get 5 different answers. (Bork, 2001; Cheong, 2008; Egal, 2009; Howell, 2001) What is the best way to teach a new computer software application to a student? In the technological world we live in today the effective transfer of technological knowledge is paramount. With varying opinions even among the leaders of national technology teacher associations (Haynie, 2005) there is a large level of ambiguity in relation to best practices in technology teaching. This study evaluates five commonly used methods of software application instruction used in technology classrooms. Students and teachers were questioned regarding the effectiveness and frequency of use of each of the instructional methods. Students were also instructed using five commonly used methods of instruction. Student's work was graded and average grades for each method of instruction were obtained. Key findings include: 1 - Students perceive book learning to be the most effective method of instruction for themselves and for their classmates. 2 - Teachers perceived direct instruction as the most effective method of instruction and book learning as the least effective method of instruction. 3 - Although students reported book learning as the most effective method of instruction those receiving direct instruction received the highest grades.

Virtual Reality (VR) is valuable for educational purposes, particularly procedural learning. However, single-user applications lack the benefits of teacher guidance. Symmetrical VR systems, where both teacher and student use VR, have limitations in supervision and accessing external materials. Asymmetrical systems can solve this problem by allowing the teacher to use a different device. To investigate the potential of an asymmetrical VR system and the impact of embodiment on the learning experience, an asymmetrical VR system was developed using a tablet. The system was tested using an assembly task to explore the impact of embodiment (no avatar, avatar without hands, avatar with hands) and the teacher’s device, VR Head-Mounted Display (HMD) or tablet, on task difficulty, performance, social presence, communication quality, and preference. Results indicated that an avatar with hands yielded the best outcomes, and communication was similar to face-to-face interaction. The experience of the asymmetrical system, in which only the student used a VR HMD, was perceived alike compared to a similar symmetrical system, in which both student and teacher used a VR HMD. Therefore, an asymmetrical VR system can be a feasible option for Collaborative Virtual Environments, offering cost-effectiveness and easier set-up while not isolating the teacher from the physical environment. / Virtual Reality (VR) är värdefullt för utbildningsändamål, särskilt inom procedurellt lärande. Applikationer för enskilda användare saknar dock fördelarna med lärarhandledning. Symmetriska VR-system, där både lärare och student använder VR, har begränsningar när det gäller bevakning och tillgång till externa material. Asymmetriska system kan lösa detta problem genom att låta läraren använda en annan enhet. För att undersöka potentialen hos ett asymmetriskt VR-system och förkroppsligandets inverkan på lärandeupplevelsen utvecklades ett asymmetriskt VR-system med hjälp av en surfplatta. Systemet testades med en montageuppgift för att utforska hur förkroppsligandet (ingen avatar, avatar utan händer, avatar med händer) och lärarens enhet, VR Head-Mounted Display (HMD) eller surfplatta, påverkar uppgiftens svårighetsgrad, prestation, social närvaro, kommunikationskvalitet och preferenser. Resultaten visade att en avatar med händer gav bäst resultat och att kommunikationen var liknande ansikte mot ansikte-interaktion. Upplevelsen av det asymmetriska systemet, där bara studenten använde en VR HMD, uppfattades snarlik ett liknande symmetriskt system, där både studenten och läraren använde en VR HMD. Därför kan ett asymmetriskt VR-system vara ett användbart alternativ för virtuella miljöer för samarbete, eftersom det är kostnadseffektivt och enklare att installera samtidigt som det inte isolerar läraren från den fysiska miljön.

No description available.

No description available.

No description available.

In introductory programming courses it is important for students to learn key terminology to be ableto discuss code. The standard way to structure these courses is by working in pairs or individual work since problems may occur when working in groups, specifically that one person might be more active than the rest. This could be because of self-efficacy (SE), which contributes to how much time and energy an individual is willing to spend on an assignment. The goal of this study is to create a groupexercise that promotes discussions and use of programming terminology. It will also analyze if SE isaffecting how well the groups preform. Two different instructions were created for this assignment to examine which one is more effective. 54 students participated in this study at four occasions. Their SE was measured before and after the assignment with questionnaires. The results show that one of the instructions leads to more active discussions from the groups and that the other instruction leadsto more use of terminology when discussing code and that every participant was more equally active.The results also show that SE affect how equal the participation is within the groups and that groups with higher levels of SE perform better during the assignment than groups with low or medium SE.This type of activity shows a positive increase of SE for students that start of with low or medium SE. / I introduktionskurser för programmering är det viktigt att studenter lär sig programmeringstermer för att lättare kunna diskutera kod. De vanligaste strategierna för att lära ut programmering är i par eller individuellt då det uppstår problem med att en individ tar över när grupper blir för stora. Detta kan uppstå på grund av studenternas uppskattade egen förmåga (eng. self-efficacy) vilket är kopplat till hur benägen en individ är att lägga energi och engagemang på en uppgift. Denna studie har därför som mål att skapa en studentaktiv gruppuppgift som gynnar diskussion och användning av programmeringstermer, samt att analysera om self-efficacy (SE) påverkar hur väl grupperna presterar i uppgifterna.Två olika instruktioner testades för att se vilken av dessa som ger bäst resultat. 54 studenter som läser programmering på introduktionsnivå deltog i studien vid fyra tillfällen. Deras SE mättes före och efter uppgiften med hjälp av enkäter. Resultatet visar att en av instruktionerna leder till mer aktiva diskussioner och att den andre instruktionen leder till att ordet fördelas mer jämt samt att deltagarna oftare använder sig av programmeringstermer när de diskuterar kod. Resultatet visar även att SE påverkar hur jämnt ordet fördelas inom grupperna och att grupper med hög self-efficacy presterar bättre i aktiviteten än grupper med medel eller låg SE. Överlag visar studien att denna typ av gruppuppgiftger en positiv ökning av SE hos studenter som har låg eller medel SE.

This thesis seeks to address emerging future questions by envisioning the future of educational architecture, considering the evolving dynamics between people, machines, and collaborative learning environments. While machines will play a significant role, human interaction, collaboration, and experimentation will remain indispensable for the exchange of ideas. As we look ahead, it is evident that students will require learning spaces that balance passive educational modes—such as lectures, seminars, research, and introspection—with hands-on exploration. These spaces will transcend traditional structures, embracing liminal zones that facilitate seamless transitions into professional or higher education spheres. In the dynamic landscape of 21st-century education, the convergence of technology, globalization, and evolving pedagogical paradigms presents both challenges and opportunities for educational institutions. This thesis endeavors to explore the transformative potential of high school architecture, centered around the concept of the liminal zone—a space that transcends conventional schooling. Our aim is to reconceptualize schools as vibrant hubs of innovation and intellectual exploration, equipping students with the skills, knowledge, and adaptability essential for success in a complex and interconnected world. At the core of our design philosophy lies a commitment to flexibility and adaptability, evident in features such as the Pod concept and informal collaboration spaces, ensuring that educational environments remain responsive to the evolving needs of learners and the demands of the future. / Master of Architecture / This research aims to shape the future of educational architecture by envisioning how learning spaces can evolve in response to changing dynamics between people, technology, and collaborative environments. While technology will play a significant role in education, human interaction, collaboration, and hands-on experimentation will remain crucial for the exchange of ideas and knowledge. As we move forward, it is clear that students will need learning environments that balance traditional educational methods—like lectures, seminars, and research—with practical, hands-on exploration. These new spaces will go beyond conventional classrooms, creating zones that seamlessly transition students into professional or higher education settings. The rapidly changing landscape of 21st-century education, influenced by technology, globalization, and new teaching methods, offers both challenges and opportunities for schools. This thesis explores how high school architecture can be transformed to meet these needs. It introduces the concept of the "liminal zone," a space that bridges traditional schooling and the future, encouraging innovation and intellectual exploration. Our goal is to redesign schools as vibrant centers of learning, where students can develop the skills and adaptability needed for success in a complex, interconnected world. Key to our design are flexible and adaptable features, such as the "Pod" concept and informal collaboration areas, ensuring that educational spaces can evolve with the changing needs of students and the demands of the future.

Tesis por compendio / Los juegos serios colaborativos tienen un impacto positivo en el comportamiento y el aprendizaje, pero siguen desarrollándose para plataformas tecnológicas tradicionales como videoconsolas y ordenadores de sobremesa o portátiles, los cuales han sido identificados como sub-óptimos para niños en diversos estudios. En su lugar, el uso de dispositivos móviles como tabletas y teléfonos inteligentes presenta diversas ventajas: son económicamente asequibles, están ampliamente distribuidos, y pueden ser transportados, lo cual permite la actividad física y poder iniciar un juego sin necesitar que los usuarios se trasladen a una localización fija, especialmente dedicada para tal fin. Además, combinar varios de estos dispositivos y coordinar la interacción entre ellos en lo que se denomina Entorno Multi-Pantalla (EMP) proporciona beneficios adicionales para la colaboración tales como una mayor escalabilidad, conciencia del espacio de trabajo, paralelismo y fluidez de las interacciones. La interacción en estos entornos multi-tableta es por tanto un aspecto crítico. Los dispositivos móviles están diseñados para ser interactuados mediante el toque de los dedos principalmente, lo cual es muy sencillo y directo, pero está normalmente limitado a la pequeña dimensión de las pantallas, lo que puede conllevar la oclusión de la pantalla y la infrautilización del espacio periférico. Por esta razón, esta tesis se centra en la exploración de otro mecanismo de interacción que puede complementar al táctil: interacciones tangibles alrededor del dispositivo. Las interacciones tangibles están basadas en la manipulación de objetos físicos, lo que presenta un valor adicional en la educación de los niños puesto que resuena con los manipulativos educativos tradicionales y permite la exploración del mundo físico. Por otra parte, la explotación del espacio que envuelve a las pantallas tiene diversos beneficios adicionales para actividades educativas colaborativas: reducida oclusión de la pantalla (lo cual puede incrementar la conciencia del espacio de trabajo), el uso de objetos tangibles como contenedores de información digital que puede ser transportada de forma continua entre dispositivos, y la identificación de un determinado estudiante a través de la codificación de su ID en un operador tangible (lo cual facilita el seguimiento de sus acciones y progreso durante el juego). Esta tesis describe dos enfoques distintos para construir juegos educativos colaborativos en EMPs utilizando interacciones tangibles alrededor de los dispositivos. Una, denominada MarkAirs, es una solución óptica aérea que no necesita ningún hardware adicional aparte de las tabletas excepto diversas tarjetas de cartón impresas. La otra, Tangibot, introduce un robot tangiblemente controlado y otro atrezo físico en el entorno, y se basa en tecnología RFID. Ambas interacciones son respectivamente evaluadas, y se observa que MarkAirs es usable y poco exigente tanto para adultos como para niños, y que se pueden realizar con éxito gestos de grano fino encima de las tabletas con ella. Además, al aplicarse en juegos colaborativos, puede ayudar a reducir la oclusión de las pantallas y la interferencia entre las distintas acciones de los usuarios, lo cual es un problema que puede surgir en este tipo de escenarios cuando solamente se dispone de interacciones táctiles. Se evalúa un juego educativo colaborativo con MarkAirs con niños de educación primaria, y se concluye que este mecanismo es capaz de crear experiencias de aprendizaje colaborativo y de presentar un valor añadido en términos de experiencia de usuario, aunque no en eficiencia. Con respecto a Tangibot, se muestra que controlar colaborativamente un robot móvil mediante unas palas tangibles con cierta precisión es factible para niños a partir de los tres años de edad, e incluso para personas mayores con un deterioro cognitivo leve. Además, proporciona una experiencia divertida / Collaborative serious games have a positive impact on behavior and learning, but the majority are still being developed for traditional technological platforms, e.g., video consoles and desktop/laptop computers, which have been deemed suboptimal for children by several studies. Instead, the use of handheld devices such as tablets and smartphones presents several advantages: they are affordable, very widespread, and mobile---which enables physical activity and being able to engage in a game without requiring users to gather around a fixed, dedicated, location. Plus, combining several of these devices and coordinating interactions across them in what is called a Multi-Display Environment (MDE) brings on additional benefits to collaboration like higher scalability, awareness, parallelism, and fluidity of the interaction. How to interact with these multi-tablet environments is therefore a critical issue. Mobile devices are designed to be interacted mainly via touch, which is very straightforward but usually limited to the small area of the displays, which can lead to the occlusion of the screen and the underuse of the peripheral space. For this reason, this thesis focuses on the exploration of another interaction mechanism that can complement touch: tangible around-device interactions. Tangible interactions are based on the manipulation of physical objects, which have an added value in childhood education as they resonate with traditional learning manipulatives and enable the exploration of the physical world. On the other hand, the exploitation of the space surrounding the displays has several potential benefits for collaborative-learning activities: reduced on-screen occlusion (which may increase workspace awareness), the use of tangible objects as containers of digital information that can be seamlessly moved across devices, and the identification of a given student through the encoding of their ID in a tangible manipulator (which facilitates the tracking of their actions and progress throughout the game). This thesis describes two different approaches to build collaborative-learning games for MDEs using tangible around-device interactions. One, called MarkAirs, is a mid-air optical solution relying on no additional hardware besides the tablets except for several cardboard printed cards. The other, Tangibot, introduces a tangible-mediated robot and other physical props in the environment and is based on RFID technology. Both interactions are respectively evaluated, and it is observed that MarkAirs is usable and undemanding both for adults and for children, and that fine-grained gestures above the tablets can be successfully conducted with it. Also, when applied to collaborative games, it can help reduce screen occlusion and interference among the different users' actions, which is a problem that may arise in such settings when only touch interactions are available. A collaborative learning game with MarkAirs is evaluated with primary school children, revealing this mechanism as capable of creating collaborative learning experiences and presenting an added value in user experience, although not in performance. With respect to Tangibot, we show how collaboratively controlling a mobile robot with tangible paddles and achieving certain precision with it is feasible for children from 3 years of age, and even for elderly people with mild cognitive impairment. Furthermore, it provides a fun experience for children and maintains them in a constant state of flow. / Els jocs seriosos col·laboratius tenen un impacte positiu en el comportament i l'aprenentatge, però continuen sent desenvolupats per a plataformes tecnològiques tradicionals com videoconsoles i ordinadors de sobretaula o portàtils, els quals han sigut identificats com sub-òptims per a xiquets en diversos estudis. D'altra banda, l'ús de dispositius mòbils com ara tabletes i telèfons intel·ligents presenta diversos avantatges: són econòmicament assequibles, estan àmpliament distribuïts i poden ser transportats, la qual cosa permet l'activitat física i poder iniciar un joc sense necessitat de què els usuaris es traslladen a una localització fixa i especialment dedicada per a eixa finalitat. A més, combinar diversos d'estos dispositius i coordinar la interacció entre ells en el que es denomina Entorn Multi-Pantalla (EMP) proporciona beneficis addicionals per a la col·laboració tals com una major escalabilitat, consciència de l'espai de treball, paral·lelisme i fluïdesa de les interaccions. La interacció amb estos entorns multi-tableta és per tant crítica. Els dispositius mòbils estan dissenyats per a ser interactuats mitjançant tocs de dit principalment, mecanisme molt senzill i directe, però està normalment limitat a la reduïda dimensió de les pantalles, cosa que pot ocasionar l'oclusió de la pantalla i la infrautilització de l'espai perifèric. Per aquesta raó, la present tesi se centra en l'exploració d'un altre mecanisme d'interacció que pot complementar al tàctil: interaccions tangible al voltant dels dispositius. Les interaccions tangibles estan basades en la manipulació d'objectes físics, cosa que presenta un valor addicional en l'educació dels xiquets ja que ressona amb els manipulatius tradicionals i permet l'exploració del món físic. D'altra banda, l'explotació de l'espai que envolta a les pantalles té diversos beneficis addicionals per a activitats educatives col·laboratives: reduïda oclusió de la pantalla (la qual cosa pot incrementar la consciència de l'espai de treball), l'ús d'objectes tangibles com a contenidors d'informació digital que pot ser transportada de forma continua entre dispositius, i la identificació d'un estudiant determinat a través de la codificació de la seua identitat en un operador tangible (cosa que facilita el seguiment de les seues accions i progrés durant el joc). Aquesta tesi descriu dos enfocaments distints per a construir jocs educatius col·laboratius en EMPs utilitzant interaccions tangibles al voltant dels dispositius. Una, denominada MarkAirs, és una solució òptica aèria que no precisa de cap maquinari addicional a banda de les tabletes, exceptuant diverses targetes de cartró impreses. L'altra, Tangibot, introdueix un robot controlat tangiblement i attrezzo físic addicional en l'entorn, i es basa en tecnologia RFID. Ambdues interaccions són avaluades respectivament, i s'observa que MarkAirs és usable i poc exigent tant per a adults com per a xiquets, i que es poden realitzar gestos de granularitat fina dalt de les tabletes amb ella. A més a més, en aplicar-se a jocs col·laboratius, pot ajudar a reduir l'oclusió de les pantalles i la interferència entre les distintes accions dels usuaris, problema que pot aparèixer en este tipus d'escenaris quan solament es disposa d'interaccions tàctils. S'avalua un joc educatiu col·laboratiu amb MarkAirs amb xiquets d'educació primària, i es conclou que aquest mecanisme és capaç de crear experiències d'aprenentatge col·laboratiu i de presentar un valor afegit en termes d'experiència d'usuari, tot i que no en eficiència. Respecte a Tangibot, es mostra que controlar conjuntament un robot mòbil mitjançant unes pales tangibles amb certa precisió és factible per a xiquets a partir de tres anys i inclús per a persones majors amb un lleu deteriorament cognitiu. A més, proporciona una experiència divertida per als xiquets i els manté en un estat constant de flow. / García Sanjuan, F. (2018). CREAME: CReation of Educative Affordable Multi-surface Environments [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/101942 / Compendio

O ensino da Engenharia por meios eletrônicos de aprendizagem demanda a implementação de métodos práticos que facilitem ao aluno aprender conteúdos do tipo procedimentos e atitudes, por meio da ação, da interação dos participantes, e da integração de conhecimentos de diferentes áreas. Esta aprendizagem só pode ser efetiva em contextos significativos e a partir de situações específicas, que são estimulados com a utilização do método de projeto. A eficácia deste método é alcançada quando utilizado em grupos, onde um membro aprende na integração com outro, compartilhando recursos e conhecimentos, e adquirindo ou exercitando um conjunto de habilidades pessoais, atualmente muito necessárias no trabalho profissional do Engenheiro. Embora conhecida a importância do método de projeto no estilo de aprendizagem colaborativa, não existem orientações para sua utilização no modelo de ensino-aprendizagem a distância. Este cenário representou a principal motivação para propor, neste trabalho, um modelo conceitual para aprendizagem colaborativa baseada na execução de projetos pela Web (MAC-BP). O modelo é organizado em três submodelos relacionados entre si, que caracterizam a criação, a execução e o suporte das atividades instrucionais colaborativas utilizadas no ensino da Engenharia. Um modelo para planejar as atividades e responsabilidades do especialista, encarregado pela criação do conteúdo e das atividades de grupo baseados no método de projeto; um modelo de colaboração que formaliza a coordenação das interações dos membros do grupo, através de um autômato finito; e um modelo para o ambiente de suporte às atividades instrucionais colaborativas, que busca integrar as funcionalidades requeridas pelos ambientes CSCL (Computer Supported Cooperative Learning), algumas presentes, porém dispersas, entre os sistemas disponíveis de suporte à colaboração. Por outro lado, a concepção das atividades instrucionais para grupos, além de representar uma tarefa que consome muito tempo, constitui um processo trabalhoso. Em geral, neste processo, a criação dos recursos envolvidos numa ação de aprendizagem específica está estreitamente relacionada ao formato da ferramenta utilizada para sua criação e gerenciamento, dificultando assim a reutilização dos elementos educacionais por novas aplicações. Este novo cenário converteu-se numa outra motivação para colaborar nesta área. Neste trabalho identificam-se os elementos (objetos e ações) compartilháveis de aprendizagem colaborativa envolvidos no modelo MAC-BP e propõe-se um conjunto de especificações técnicas para a criação e utilização destes elementos, segundo as especificações ADL-SCORM e IMS-LD divulgadas para o modelo de EAD orientado à aprendizagem individual. Assim, as duas propostas apresentadas neste trabalho pretendem contribuir com os esforços de padronização dos recursos e procedimentos de suporte ao ensino-aprendizagem, em sistemas eletrônicos de suporte à aprendizagem colaborativa na área de pesquisa dos sistemas CSCL. Especificamente, as propostas indicam caminhos para a inovação do processo pedagógico, e se constituem em guias para os instrutores na criação das aplicações de aprendizagem colaborativa baseadas em projeto e na criação dos elementos instrucionais envolvidos nelas, além de oferecer uma solução para a coordenação das interações colaborativas do grupo durante a execução de projetos, o que representa um suporte à aprendizagem em grupo na área de Engenharia. / Engineering Education in e-learning environments demands the implementation of practical methods that facilitates learning of contents of the type: procedures and attitudes by means of action, of the interaction among participants and the integration of knowledge of different fields. This learning can only be effective in significant contexts and from specific situations that are stimulated by using the project method. The effectiveness of this method is reached when used of preference in groups; in such a way that a participant learns with another by sharing resources and knowledge and acquiring or exercising a set of personal abilities, which are necessary for the professional work of the engineer. In spite of the well-recognized importance of the project method for collaborative e-learning, no comprehensive guidelines have yet been set out for distance education. This scenario represented the main motivation to propose a conceptual Model for Collaborative e-Learning Based on the execution of Web supported Projects (MAC-BP). This model is organized in three sub models related among them representing the creation, the execution, and the support of the collaborative instructional activities used in Engineering Teaching. One model is devoted to plan the activities and responsibilities of the specialist, the person in charge of the elaboration of contents and planning the activities of the group based on the project method. The second is a collaborative model aiming to formalize the coordination of the interactions among the members of the group, through a finite automaton. The last model is conceived as a supporting environment to the collaborative instructional activities aiming to integrate the functionalities required by CSCL (Computer Supported Cooperative Learning) environments, some of them already existing, however highly scattered among the available systems for supporting collaboration. On the other hand, the conception of instructional activities for groups is a time-consuming task and constitutes a laborious process. In general, the creation of the involved resources in a specific learning action is intimately related to the format of the tool used for its creation and management, making difficult to reuse the educational elements in new applications. This is a additional motivation to intend to make some contribution to this field. In this work, the shareable elements of collaborative learning (objects and actions) involved in the model MAC-BP are identified. In addition, a set of technical specifications is suggested for the elaboration and use of these elements, according to ADL-SCORM and IMS-LD specifications previously reported for the EAD model focused on individual learning. In summary, the two proposals showed in this work intend to contribute to the efforts of standardization of resources and procedures in order to support the teaching-learning process by means of electronic systems conceived to support the collaborative learning in the investigation of CSCL systems. These proposals indicate ways to innovate the pedagogical process, and constitute guides for instructors to develop new applications of project-based collaborative learning and the elaboration of the involved instructional elements. In addition, the proposals give a solution to the coordination of group collaborative interactions during the execution of projects and represent a support to collaborative learning in Engineering.

O ensino da Engenharia por meios eletrônicos de aprendizagem demanda a implementação de métodos práticos que facilitem ao aluno aprender conteúdos do tipo procedimentos e atitudes, por meio da ação, da interação dos participantes, e da integração de conhecimentos de diferentes áreas. Esta aprendizagem só pode ser efetiva em contextos significativos e a partir de situações específicas, que são estimulados com a utilização do método de projeto. A eficácia deste método é alcançada quando utilizado em grupos, onde um membro aprende na integração com outro, compartilhando recursos e conhecimentos, e adquirindo ou exercitando um conjunto de habilidades pessoais, atualmente muito necessárias no trabalho profissional do Engenheiro. Embora conhecida a importância do método de projeto no estilo de aprendizagem colaborativa, não existem orientações para sua utilização no modelo de ensino-aprendizagem a distância. Este cenário representou a principal motivação para propor, neste trabalho, um modelo conceitual para aprendizagem colaborativa baseada na execução de projetos pela Web (MAC-BP). O modelo é organizado em três submodelos relacionados entre si, que caracterizam a criação, a execução e o suporte das atividades instrucionais colaborativas utilizadas no ensino da Engenharia. Um modelo para planejar as atividades e responsabilidades do especialista, encarregado pela criação do conteúdo e das atividades de grupo baseados no método de projeto; um modelo de colaboração que formaliza a coordenação das interações dos membros do grupo, através de um autômato finito; e um modelo para o ambiente de suporte às atividades instrucionais colaborativas, que busca integrar as funcionalidades requeridas pelos ambientes CSCL (Computer Supported Cooperative Learning), algumas presentes, porém dispersas, entre os sistemas disponíveis de suporte à colaboração. Por outro lado, a concepção das atividades instrucionais para grupos, além de representar uma tarefa que consome muito tempo, constitui um processo trabalhoso. Em geral, neste processo, a criação dos recursos envolvidos numa ação de aprendizagem específica está estreitamente relacionada ao formato da ferramenta utilizada para sua criação e gerenciamento, dificultando assim a reutilização dos elementos educacionais por novas aplicações. Este novo cenário converteu-se numa outra motivação para colaborar nesta área. Neste trabalho identificam-se os elementos (objetos e ações) compartilháveis de aprendizagem colaborativa envolvidos no modelo MAC-BP e propõe-se um conjunto de especificações técnicas para a criação e utilização destes elementos, segundo as especificações ADL-SCORM e IMS-LD divulgadas para o modelo de EAD orientado à aprendizagem individual. Assim, as duas propostas apresentadas neste trabalho pretendem contribuir com os esforços de padronização dos recursos e procedimentos de suporte ao ensino-aprendizagem, em sistemas eletrônicos de suporte à aprendizagem colaborativa na área de pesquisa dos sistemas CSCL. Especificamente, as propostas indicam caminhos para a inovação do processo pedagógico, e se constituem em guias para os instrutores na criação das aplicações de aprendizagem colaborativa baseadas em projeto e na criação dos elementos instrucionais envolvidos nelas, além de oferecer uma solução para a coordenação das interações colaborativas do grupo durante a execução de projetos, o que representa um suporte à aprendizagem em grupo na área de Engenharia. / Engineering Education in e-learning environments demands the implementation of practical methods that facilitates learning of contents of the type: procedures and attitudes by means of action, of the interaction among participants and the integration of knowledge of different fields. This learning can only be effective in significant contexts and from specific situations that are stimulated by using the project method. The effectiveness of this method is reached when used of preference in groups; in such a way that a participant learns with another by sharing resources and knowledge and acquiring or exercising a set of personal abilities, which are necessary for the professional work of the engineer. In spite of the well-recognized importance of the project method for collaborative e-learning, no comprehensive guidelines have yet been set out for distance education. This scenario represented the main motivation to propose a conceptual Model for Collaborative e-Learning Based on the execution of Web supported Projects (MAC-BP). This model is organized in three sub models related among them representing the creation, the execution, and the support of the collaborative instructional activities used in Engineering Teaching. One model is devoted to plan the activities and responsibilities of the specialist, the person in charge of the elaboration of contents and planning the activities of the group based on the project method. The second is a collaborative model aiming to formalize the coordination of the interactions among the members of the group, through a finite automaton. The last model is conceived as a supporting environment to the collaborative instructional activities aiming to integrate the functionalities required by CSCL (Computer Supported Cooperative Learning) environments, some of them already existing, however highly scattered among the available systems for supporting collaboration. On the other hand, the conception of instructional activities for groups is a time-consuming task and constitutes a laborious process. In general, the creation of the involved resources in a specific learning action is intimately related to the format of the tool used for its creation and management, making difficult to reuse the educational elements in new applications. This is a additional motivation to intend to make some contribution to this field. In this work, the shareable elements of collaborative learning (objects and actions) involved in the model MAC-BP are identified. In addition, a set of technical specifications is suggested for the elaboration and use of these elements, according to ADL-SCORM and IMS-LD specifications previously reported for the EAD model focused on individual learning. In summary, the two proposals showed in this work intend to contribute to the efforts of standardization of resources and procedures in order to support the teaching-learning process by means of electronic systems conceived to support the collaborative learning in the investigation of CSCL systems. These proposals indicate ways to innovate the pedagogical process, and constitute guides for instructors to develop new applications of project-based collaborative learning and the elaboration of the involved instructional elements. In addition, the proposals give a solution to the coordination of group collaborative interactions during the execution of projects and represent a support to collaborative learning in Engineering.