This thesis aim for promoting the learning objects economy by offering teacher the possibility of generating adaptive and standardized learning designs. The adaptation of the generated learning design considers two of the most relevant users characteristic: their competences and their learning styles. Standardized and Adaptive Learning Design Generation Process was implemented using HTN planning. Generation process considers a few inputs from the teachers, in particular, those related with the standardized competence definition, the learning objects metadata as well as the data from the initial student model used with adaptation purposes. The learning designs generation process was enriched through the design of two processes, the learning objects searching and positioning processes. These processes permit to look for learning objects in distributed learning objects repositories and use them as inputs for a generated learning design. A layered evaluation process was developed in order to validate the solutions. / El objetivo principal de esta tesis es promover la economía de objetos de aprendizaje ofreciendo al profesor la posibilidad de generar diseños de aprendizaje adaptativos y estandarizados. Los diseños generados consideran dos características de usuario en las adaptaciones: sus competencias y estilos de aprendizaje. El proceso de generación semiautomática de diseños de aprendizaje se implementó utilizando planificación HTN; considerándose pocas entradas por parte del docente, en particular, las definiciones de competencia, los metadatos de los objetos de aprendizaje así como los datos de un modelo inicial del estudiante que serán usados en el proceso de adaptación. El proceso de generación de diseños fue enriquecido a través de dos procesos: los procesos de búsqueda y posicionamiento de objetos de aprendizaje, creados para buscar objetos de aprendizaje en repositorios distribuidos y utilizarlos como entradas para los diseños generados. Se desarrolló un proceso de evaluación por capas para validar las soluciones propuestas.

Made available in DSpace on 2016-06-02T20:02:50Z (GMT). No. of bitstreams: 1 3910.pdf: 2447291 bytes, checksum: 23fb2abb5cec5b130611149d2b5bb3aa (MD5) Previous issue date: 2011-10-21 / Pion, the web portal of the Brazilian Physical Society (SBF) for physics teaching and dissemination, provides to the public at large a collection of learning objects such as videos, photos, illustrations, didactic simulations, texts and other resources related to physics and its teaching. This work is an account of the web portal development and the achievement of an evaluation research on its usability and use by the public. An online form with multiplechoice questions and one open question were sent by e-mail to all registered users of the portal. The closed responses were evaluated in line with a Likert scale model and the views expressed in the open question were classified according to afterwards created categories. The research led to the conclusion that Pion is well structured concerning its usability and fulfills the role of assisting the teacher in their search for relevant information to teaching practice, although it still needs for improvement in aspects related to interaction with the public and the interactivity in general. / O Pion, Portal SBF de Ensino e Divulgação da Física, disponibiliza para o público em geral diversos objetos de aprendizagem, como vídeos, fotografias, ilustrações, simulações didáticas e textos, entre outros recursos relacionados à física e ao ensino dessa ciência. Este trabalho é um relato do desenvolvimento do portal e de uma pesquisa de avaliação quanto a sua usabilidade e utilização pelo público. Questões de múltipla escolha, além de uma questão aberta, foram enviadas em formulário online, via e-mail, para os usuários cadastrados no sistema do portal. As respostas fechadas foram avaliadas seguindo-se um modelo de escala de Likert e as opiniões expressas na questão aberta foram classificadas segundo categorias criadas a posteriori. A pesquisa levou à conclusão de que o Pion está bem estruturado quanto à sua usabilidade e cumpre o papel de auxiliar o professor em sua busca por informações relevantes à prática docente, embora ainda precise de melhorias em aspectos relacionados à interação com o público e à interatividade de modo geral.

Can adult learners of international English learn the language online? This thesis relates research in the domains of the English language learning paradigm, Second Language Acquisition theories, and online language learning findings to produce a model for an English Language Learning Online Network (ELLON) for usage from within an educational institution. This model is partially designable over Moodle. The main original features of this learning design are the reversal of the knowledge transmission system through learner-generated lessons and learning objects, a model designed towards an expanding network of users, knowledge conceptualization and reuse of generated language learning objects; personalization to the socio-economic context of learner needs in English; and its focus on the learning of “online international English” competences. Guidelines are given towards the building and testing of this “ELLON” model. ELLON is designed for learners of English with a B1 level onwards.