Τις τελευταίες δεκαετίες παρατηρείται ραγδαία εξέλιξη των τεχνολογιών πληροφορικής και επικοινωνιών, ενώ συγχρόνως η διάθεση εκπαιδευτικού υλικού μέσω συστημάτων ηλεκτρονικής μάθησης αυξάνεται συνεχώς. Τα μαθησιακά αντικείμενα (ΜΑ) αποτελούν ένα νέο τρόπο προσέγγισης της οργάνωσης του εκπαιδευτικού περιεχομένου και βρίσκονται στον πυρήνα του νέου διδακτικού σχεδιασμού (Νικολόπουλος, Πιερρακέας, & Καμέας, 2011), αποτελώντας τη βάση για τη δημιουργία και το χειρισμό ψηφιακού εκπαιδευτικού περιεχομένου στην τεχνολογικά ενισχυμένη μάθηση (Sampson, & Zervas, 2011). Έχοντας μια σχετικά σύντομη ζωή στο χώρο της ηλεκτρονικής μάθησης, έχουν γίνει σήμερα ο επικρατέστερος ανάμεσα σε διάφορους άλλους όρους οι οποίοι προσπαθούν να περιγράψουν την ποικιλία των διαθέσιμων ψηφιακών πόρων που μπορούν να αξιοποιηθούν στην εκπαιδευτική διαδικασία (Βορβυλάς, 2013). Ο στόχος της συγκεκριμένης εργασίας είναι η μελέτη των ΜΑ, η αναλυτική περιγραφή των διαδικασιών επαναχρησιμοποίησης ΜΑ και η αξιολόγηση, μέσω χρήσης κατάλληλων μετρικών, του κόστους της επαναχρησιμοποίησης για τη δημιουργία μαθημάτων, ενοτήτων και προγραμμάτων σπουδών. Γνωστά στη διεθνή βιβλιογραφία ως αντικείμενα επικοινωνίας (Norton 1996), εκπαιδευτικά αντικείμενα (Friesen, 1996), επαναχρησιμοποιήσιμα αντικείμενα μάθησης (Barritt, Lewis and Wieseler 1999), γνωστικά αντικείμενα (Merrill, 1998), αντικείμενα πληροφοριών (Gibbons, Nelson, & Richards, 2000), διδακτικές μονάδες (Koper, 2001) κ.ά., τα ΜΑ έχουν εμφανισθεί τις δύο τελευταίες δεκαετίες και αποτελούν τη βάση για τη δημιουργία και το χειρισμό εκπαιδευτικού ψηφιακού περιεχομένου για τις ανάγκες της εκπαίδευσης, της μάθησης και της εξάσκησης των μαθητών. Ορισμοί έχουν δοθεί για τα ΜΑ, όπως για παράδειγμα από τον J. L’Allier (1997), το Institute of Electrical and Electronics Engineers (2000), τον David A. Wiley (2002), τους Rehak & Mason (2003), τον Polsani (2003), τον Andres Chiappe (2007), κ.ά. Παρόλα αυτά, οι προσπάθειες για την ανάπτυξη ή αποδοχή ενός κοινού εννοιολογικού ορισμού για τα ΜΑ από την εκπαιδευτική κοινότητα και τους εμπλεκόμενους φορείς, δεν έχουν καρποφορήσει. Εντούτοις, έχουν γίνει κοινά αποδεκτά κάποια λειτουργικά χαρακτηριστικά των ΜΑ, τα οποία σύμφωνα με τον Polsani (2003) είναι: • Προσβασιμότητα (Accessibility) • Επαναχρησιμοποίηση (Reusability) • Διαλειτουργικότητα (Interoperability) Ποικίλες θεωρήσεις κυριαρχούν αναφορικά με τη δομή και το μέγεθος ενός ΜΑ, η οποία πρέπει να περιλαμβάνει οπωσδήποτε την εκπαιδευτική προσέγγιση (ένα ΜΑ πρέπει να συνδέεται με έναν ή περισσότερους μαθησιακούς στόχους και πρέπει να υποστηρίζει την εκπαιδευτική διαδικασία (Νικολόπουλος κ.ά, 2011)), τις τεχνικές προδιαγραφές (μέγεθος-επίπεδο συνάθροισης), τα μεταδεδομένα, τον κύκλο ζωής, καθώς και την, βασισμένη σε κατάλληλες μετρικές, αξιολόγηση του κόστους επαναχρησιμοποίησής του. Θα μελετηθεί η διαδικασία επαναχρησιμοποίησης ΜΑ, η οποία αποτελεί ένα από τα βασικά χαρακτηριστικά των ΜΑ. Η βασική ιδέα αφορά στη χρήση μικρών, διακριτών ΜΑ ή/και το συνδυασμό τους για τη δημιουργία νέων, τα οποία να αποτελούν ένα ενιαίο εκπαιδευτικό σενάριο που να μπορεί να λειτουργήσει σε διαφορετικά εκπαιδευτικά πλαίσια, καθώς και σε διαφορετικά άτομα. Από τη μια, ένα σημαντικό πλεονέκτημα που συνεπάγεται η επαναχρησιμοποίηση ενός ΜΑ είναι η σημαντική μείωση του κόστους σχεδιασμού και ανάπτυξης των απαιτούμενων πόρων, διατηρώντας παράλληλα την ποιότητα, και από την άλλη μπορεί να αποτελέσει ένα δείκτη της υψηλής ποιότητας των διαθέσιμων ΜΑ, με την παραδοχή ότι όσο περισσότερο επαναχρησιμοποιείται ένα ΜΑ, τόσο μεγαλύτερη θα είναι η ποιότητά του (Sampson, & Zervas, 2011). Εντούτοις, υπάρχουν και μειονεκτήματα από την επαναχρησιμοποίηση ΜΑ. Το βασικότερο είναι ότι μερικές φορές το κόστος της επαναχρησιμοποίησης μπορεί να είναι μεγαλύτερο από το κόστος για τη δημιουργία νέων ΜΑ. Επίσης, πολλές φορές δεν είναι εύκολο να εμπιστευτεί κάποιος την ποιότητα των συστατικών μερών ΜΑ, τα οποία έχουν δημιουργηθεί από άλλους. Έτσι, δύσκολα είναι άμεσα μετρήσιμη η μείωση του κόστους και άρα το όφελος που προκύπτει κατά την επαναχρησιμοποίηση, κατά συνέπεια πολλές φορές συμφέρει η δημιουργία νέων ΜΑ από την επαναχρησιμοποίηση υφιστάμενων ΜΑ (Sommerville, 2006). Παρά τη σπουδαιότητα της έννοιας της επαναχρησιμοποίησης ΜΑ δεν υπάρχει κάποιος απλός τρόπος επακριβούς μέτρησης του κόστους-οφέλους που μπορεί να έχουμε σε αυτή τη διαδικασία. Η ύπαρξη μετρικών για την εκτίμηση του κόστους αποδοτικής επαναχρησιμοποίησης εκπαιδευτικών ΜΑ είναι δυνατό να διευκολύνει στον τομέα της συστηματικής αξιολόγησής τους και να δώσουν απάντηση στο ερώτημα: «Πότε αξίζει τον κόπο να επαναχρησιμοποιήσουμε και να ενσωματώσουμε ΜΑ ώστε να δημιουργήσουμε νέα;». Έτσι τελικά, θα γίνει μια μελέτη εντοπισμού και προσαρμογής μετρικών που σχετίζονται με τον τομέα της τεχνολογίας λογισμικού για την εκτίμηση του κόστους δημιουργίας εκπαιδευτικών σεναρίων και γενικότερα εκπαιδευτικού λογισμικού με επαναχρησιμοποίηση ΜΑ. Συνδέοντας αυτές τις μετρικές άμεσα με τα διάφορα στάδια του κύκλου ζωής των ΜΑ, είναι δυνατή η τελική εκτίμηση του κόστους επαναχρησιμοποίησης τους. Αυτό θα μπορούσε να δώσει τη δυνατότητα σε εκπαιδευτικούς, ιδρύματα και οργανισμούς να αξιολογήσουν αποτελεσματικά τη δημιουργία εκπαιδευτικών σεναρίων και εκπαιδευτικού λογισμικού με επαναχρησιμοποιήσιμα ΜΑ, καθώς και τη βελτίωσή τους (Sampson, & Zervas, 2011). / Over the last decades a rapid development of information technologies and communications in education is observed, while simultaneously the disposal of educational material through systems of e-learning is increasing continuously. Learning objects (LOs) constitute a new way of approaching the systematization of instructional content and are found in the core of a new educational development, constituting the base for the creation and the handling of digital educational content in technology-enhanced learning. Having a relatively short life in the area of e-learning, they have become today the most prevalent between various other terms that try to describe the variety of available digital resources that can be developed in the didactic processes. In this work, our basic goal is the study of LOs, the comprehensive description of LOs reuse processes and the evaluation of LOs reuse cost for the development of lessons, units and courses using appropriate metrics. Mostly known in the academic bibliography as media objects (Norton, 1996), educational objects (Friesen, 1996), reusable learning objects (Barritt, Lewis and Wieseler, 1999), knowledge objects (Merrill, 1998), data objects (Gibbons, Nelson, & Richards, 2000), instructional objects (Gibbons et al., 2000) or units of learning (Koper, 2001), LOs have appeared over the last decades and constitute the base for the creation and the handling of educational digital content for the needs of education, learning and students practice. Various definitions have been given for the LOs, for example from the J. L' Allier (1997), the Institute of Electrical and Electronics Engineers (2000), David A. Wiley (2002), Rehak and Mason (2003), Polsani (2003), Andres Chiappe (2007). All efforts for the development or recognition of a common conceptual definition of LOs by the educational community and the involved institutions have not thrived. However, there is a broad understanding among the members of the LO community about the functional requirements of LOs: • Accessibility • Reusability • Interoperability Various endorsements refer to the structure and the size of a LO, which should include the instructional approach (a LO should be based on one or more learning objectives and should support the educational processes), the technical specifications (level of aggregation), the metadata records, the lifecycle and the evaluation of LOs cost effective reuse that is based in suitable metrics. We will study the processes of LOs reuse, which is one of the basic characteristics of LOs. The basic idea concerns in the use of small and distinguishable LOs and/or their combination for the creation of new LOs which constitute a single educational script that could function in different educational frames as well as in different individuals. From the one hand, an important advantage that involves the re-use of MA is the important reduction of cost of planning and growth of required resources, maintaining at the same time the quality, and from the other hand, LO reuse can be an indicator for a high quality LO, under the assumption that the more a LO is reused the more likely is to be of a high quality. However, there are also disadvantages from LOs reuse. The most critical is that sometimes the cost of LO reuse can be larger than the cost of the creation of new one. Also, it is not often easy for a teacher to trust the quality of an existing LO which has been created by others. Thus, it is very difficult to measure the reduction of cost and hence the profit that results from the reuse. As an effect, many times it is easier to create new LOs than reuse existing LOs. Despite the importance of LOs reuse, there does not exist a simple way of precise measurement of the cost effectiveness in this process. The existence metrics for the estimation of the cost effectiveness of LOs reuse is possible to facilitate in the sector of their systematic evaluation and give an answer in the question: “When is it worth to reuse and incorporate existing LOs in order to create new?” Therefore, we will make a study of identification and adaptation of metrics that are related to the sector of software engineering in order to estimate the cost of creation instructional scripts and generally educational software with reusing LOs. Relating these metrics with the various stages of LOs lifecycle the final estimation of their cost reuse will be possible. This could give the chance to teachers, schools and organisms of evaluating effectively the creation and improvement of educational scripts and instructional software using reusable LOs.

Kokybiška mokomoji medžiaga yra viena svarbiausių mokymo(-si) kokybės veiksnių, todėl mokomųjų objektų (toliau – MO) daugkartinio panaudojamumo kokybės vertinimas yra viena opiausių švietimo problemų. Problema yra aktuali visiems švietimo dalyviams – švietimo įstaigoms (pvz., mokykloms), kurios turi išrinkti kokybišką mokomąją medžiagą (MO) savo tikslams pasiekti, švietimo politikams, kuriems reikia aiškių kokybės kriterijų vykdant MO viešuosius pirkimus, mokomosios medžiagos autoriams (pvz., leidykloms), kurie turi žinoti kokybės reikalavimus, remdamiesi kuriais jie kurs MO, ir pan. Disertacinis darbas skirtas pasiūlyti ir išbandyti MO daugkartinio panaudojamumo kokybės vertinimo metodiką: kokybės modelį ir paprastus bei efektyvius ekspertinio kokybės vertinimo metodus (t.y., pagerinti edukologinių uždavinių sprendimo galimybes naudojant informatikos inžinerijos metodus). Tam analizuojamos MO daugkartinio panaudojamumo ir ekspertinio kokybės vertinimo sąvokos, kokybės modelio sudarymo principai, galimi paprasti ir efektyvūs kokybės ekspertinio vertinimo metodai. Darbe yra pateiktas sukurtas mokomųjų objektų daugkartinio panaudojamumo kokybės modelis ir vertinimo metodas. Mokomųjų objektų kokybės modelį sudaro devyni trijų grupių (technologiniai, pedagoginiai, intelektinių teisių) kokybės kriterijai, kurie atspindi visapusišką kokybės kriterijų sistemą, kurioje yra svarbūs ne tik patys kriterijai, bet ir jų tarpusavio sąryšiai. Mokomųjų objektų daugkartinio panaudojamumo... [toliau žr. visą tekstą] / Qualitative learning material (or Learning Objects – LOs) is one of the main factors of learning quality. Therefore, evaluation of LOs quality is one of the most relevant education problems. The problem is relevant for all participants of the educational sector – for educational institutions (e.g. schools) that have to select qualitative learning material for their needs, for education policy makers who need clear quality criteria while implementing LOs tenders, for authors of learning material (e.g. publishers) who need to know quality requirements to create LOs etc. The research work is aimed to propose and pilot LOs reusability and quality evaluation methodology, i.e., quality model, and simple and effective expert evaluation methods, thus improving solution of educational tasks using informatics engineering methods. To reach this aim, we have to analyse the notions of LOs reusability and expert evaluation of quality, principles of creating LOs reusability and quality model, and possible simple and effective methods for the expert evaluation of LOs quality and reusability. Both LO quality and reusability model and evaluation method are presented in the work. LO quality model created consists of 9 quality criteria divided into 3 groups i.e. technological, pedagogical, and IPR criteria. This model is comprehensive and matches scientific principles of creating a model. The following methods are selected and consecutively applied in the research while evaluating LOs quality... [to full text]

Qualitative learning material (or Learning Objects – LOs) is one of the main factors of learning quality. Therefore, evaluation of LOs quality is one of the most relevant education problems. The problem is relevant for all participants of the educational sector – for educational institutions (e.g. schools) that have to select qualitative learning material for their needs, for education policy makers who need clear quality criteria while implementing LOs tenders, for authors of learning material (e.g. publishers) who need to know quality requirements to create LOs etc. The research work is aimed to propose and pilot LOs reusability and quality evaluation methodology, i.e., quality model, and simple and effective expert evaluation methods, thus improving solution of educational tasks using informatics engineering methods. To reach this aim, we have to analyse the notions of LOs reusability and expert evaluation of quality, principles of creating LOs reusability and quality model, and possible simple and effective methods for the expert evaluation of LOs quality and reusability. Both LO quality and reusability model and evaluation method are presented in the work. LO quality model created consists of 9 quality criteria divided into 3 groups i.e. technological, pedagogical, and IPR criteria. This model is comprehensive and matches scientific principles of creating a model. The following methods are selected and consecutively applied in the research while evaluating LOs quality... [to full text] / Kokybiška mokomoji medžiaga yra viena svarbiausių mokymo(-si) kokybės veiksnių, todėl mokomųjų objektų (toliau – MO) daugkartinio panaudojamumo kokybės vertinimas yra viena opiausių švietimo problemų. Problema yra aktuali visiems švietimo dalyviams – švietimo įstaigoms (pvz., mokykloms), kurios turi išrinkti kokybišką mokomąją medžiagą (MO) savo tikslams pasiekti, švietimo politikams, kuriems reikia aiškių kokybės kriterijų vykdant MO viešuosius pirkimus, mokomosios medžiagos autoriams (pvz., leidykloms), kurie turi žinoti kokybės reikalavimus, remdamiesi kuriais jie kurs MO, ir pan. Disertacinis darbas skirtas pasiūlyti ir išbandyti MO daugkartinio panaudojamumo kokybės vertinimo metodiką: kokybės modelį ir paprastus bei efektyvius ekspertinio kokybės vertinimo metodus (t.y., pagerinti edukologinių uždavinių sprendimo galimybes naudojant informatikos inžinerijos metodus). Tam analizuojamos MO daugkartinio panaudojamumo ir ekspertinio kokybės vertinimo sąvokos, kokybės modelio sudarymo principai, galimi paprasti ir efektyvūs kokybės ekspertinio vertinimo metodai. Darbe yra pateiktas sukurtas mokomųjų objektų daugkartinio panaudojamumo kokybės modelis ir vertinimo metodas. Mokomųjų objektų kokybės modelį sudaro devyni trijų grupių (technologiniai, pedagoginiai, intelektinių teisių) kokybės kriterijai, kurie atspindi visapusišką kokybės kriterijų sistemą, kurioje yra svarbūs ne tik patys kriterijai, bet ir jų tarpusavio sąryšiai. Mokomųjų objektų daugkartinio panaudojamumo... [toliau žr. visą tekstą]

In this dissertation, the object of research is the advanced generative learning objects (AGLOs), models and processes related to them. The objective of the research is to develop and to investigate the methods that enable to formalize the designing of advanced generative learning objects and using them in teaching/learning of informatics effectively. Scientific novelty: 1. AGLOs expand the informatics learning variability aspects (pedagogical, social, technological, and content). Based on those insights, it is possible to adapt and apply software engineering and computer science methods in the e-learning domain. 2. To our best knowledge, feature-based modelling in the informatics learning domain has been performed systematically for the first time. Such an approach evaluates the domain variability, aggregates and verifies the created models. 3. Formalization of the models at two levels (feature-based and executable specification) provides pre-conditions for automated tools design. 4. From the viewpoint of automatic educational content creation, AGLO extends the concept of reusability in e-learning. The specialized learning environments with integrated AGLO implement the visual transformation of a real task into its physical process, thus providing a high level of motivation and effective learning. / Darbe tiriami informatikos (programavimo) mokymuisi skirti išplėstiniai generatyviniai mokymosi objektai (IGMO) ir su jais susiję informaciniai specifikavimo/atvaizdavimo, transformavimo modeliai ir procesai. Darbo tikslas yra pateikti ir ištirti metodiką, įgalinančią formalizuoti išplėstinių generatyvinių mokymosi objektų kūrimą ir efektyvų jų naudojimą mokant informatikos (programavimo). Darbo mokslinis naujumas: 1. IGMO išplečia informatikos mokymosi sritį naujais aspektais (pedagoginiais, socialiniais, technologiniais, turinio), aprašomais terminu mokymosi variantiškumas. Tai įgalino pagrįstai adaptuoti ir naujai pritaikyti programų inžinerijos ir kompiuterijos principus ir metodus e.mokymosi sričiai. 2. Požymiais grįstas sisteminis informatikos (programavimo) mokymosi srities modeliavimas, mūsų žiniomis, atliktas pirmą kartą. Jis įvertina mokymosi variantiškumą ir agreguoja bei verifikuoja įvairialypius modelius. Tai sudaro prielaidas sistemingam IGMO kūrimui. 3. Modelių formalizavimas dviejuose lygmenyse (požymių modelių ir vykdomųjų specifikacijų) sudaro sąlygas automatizuotiems įrankiams kurti. 4. IGMO išplečia pakartotinio panaudojimo koncepciją e.mokymesi turinio automatinio kūrimo požiūriu. Sukurtos specializuotos heterogeninės mokymosi aplinkos, į kurias integruoti IGMO, įgyvendina realaus uždavinio vizualinę transformaciją į fizinį procesą bei užtikrina aukštą mokinių motyvaciją ir efektyvų mokymąsi.

Darbe tiriami informatikos (programavimo) mokymuisi skirti išplėstiniai generatyviniai mokymosi objektai (IGMO) ir su jais susiję informaciniai specifikavimo/atvaizdavimo, transformavimo modeliai ir procesai. Darbo tikslas yra pateikti ir ištirti metodiką, įgalinančią formalizuoti išplėstinių generatyvinių mokymosi objektų kūrimą ir efektyvų jų naudojimą mokant informatikos (programavimo). Darbo mokslinis naujumas: 1. IGMO išplečia informatikos mokymosi sritį naujais aspektais (pedagoginiais, socialiniais, technologiniais, turinio), aprašomais terminu mokymosi variantiškumas. Tai įgalino pagrįstai adaptuoti ir naujai pritaikyti programų inžinerijos ir kompiuterijos principus ir metodus e.mokymosi sričiai. 2. Požymiais grįstas sisteminis informatikos (programavimo) mokymosi srities modeliavimas, mūsų žiniomis, atliktas pirmą kartą. Jis įvertina mokymosi variantiškumą ir agreguoja bei verifikuoja įvairialypius modelius. Tai sudaro prielaidas sistemingam IGMO kūrimui. 3. Modelių formalizavimas dviejuose lygmenyse (požymių modelių ir vykdomųjų specifikacijų) sudaro sąlygas automatizuotiems įrankiams kurti. 4. IGMO išplečia pakartotinio panaudojimo koncepciją e.mokymesi turinio automatinio kūrimo požiūriu. Sukurtos specializuotos heterogeninės mokymosi aplinkos, į kurias integruoti IGMO, įgyvendina realaus uždavinio vizualinę transformaciją į fizinį procesą bei užtikrina aukštą mokinių motyvaciją ir efektyvų mokymąsi. / In this dissertation, the object of research is the advanced generative learning objects (AGLOs), models and processes related to them. The objective of the research is to develop and to investigate the methods that enable to formalize the designing of advanced generative learning objects and using them in teaching/learning of informatics effectively. Scientific novelty: 1. AGLOs expand the informatics learning variability aspects (pedagogical, social, technological, and content). Based on those insights, it is possible to adapt and apply software engineering and computer science methods in the e-learning domain. 2. To our best knowledge, feature-based modelling in the informatics learning domain has been performed systematically for the first time. Such an approach evaluates the domain variability, aggregates and verifies the created models. 3. Formalization of the models at two levels (feature-based and executable specification) provides pre-conditions for automated tools design. 4. From the viewpoint of automatic educational content creation, AGLO extends the concept of reusability in e-learning. The specialized learning environments with integrated AGLO implement the visual transformation of a real task into its physical process, thus providing a high level of motivation and effective learning.

Στην επιστημονική κοινότητα υπάρχει η τάση αποθήκευσης διδακτικών αντικειμένων σε αποθήκες περιεχομένου και η χρήση τους για την δημιουργία διαδικτυακών διδακτικών σεναρίων. Αυτή την στιγμή στην κοινότητα υπάρχει η τάση δημιουργίας αυτόνομων (modular) διαδικτυακών (web-based) εφαρμογών που να ερευνούν και να συλλέγουν διδακτικά αντικείμενα, καθώς επίσης και εφαρμογών που να δίνουν την δυνατότητα συνδυασμού διαφόρων αντικειμένων για την δημιουργία διδακτικών δραστηριοτήτων. Ένα πρόβλημα που έχει προκύψει είναι ο συνδυασμός της δυναμικής συλλογής διδακτικών αντικειμένων και της δημιουργίας εκπαιδευτικών σεναρίων. Η δημιουργία, αλλά και η αποθήκευση των διδακτικών αντικειμένων στις περισσότερες βάσεις, γίνεται ακολουθώντας συγκεκριμένα πρότυπα. Με τον τρόπο αυτό είναι δυνατό να υπάρχει πολυχρηστικότητα και επαναχρησιμοποίηση των αντικειμένων από τον ίδιο τον δημιουργό ή άλλους χρήστες, στο ίδιο ή σε διαφορετικά διδακτικά σενάρια. Στην διπλωματική εργασία θα μελετήσουμε καταρχήν τη δυνατότητα δυναμικής και αυτοματοποιημένης εξεύρεσης και συλλογής διδακτικών αντικειμένων (Learning Objects), βάσει δεδομένων κριτηρίων αναζήτησης, τα οποία είναι αποθηκευμένα σε ηλεκτρονικές βάσεις αποθήκευσης διδακτικού περιεχομένου (Learning Objects Repositories - LOR) στο διαδίκτυο ακολουθώντας συγκεκριμένα πρότυπα/πρωτόκολλα (κυρίως το ΙΕΕΕ Learning Object Metadata). Επίσης, θα μελετήσουμε τη δυνατότητα δημιουργίας εκπαιδευτικών σεναρίων, βασισμένων σε επιστημονικά αποδεκτές διδακτικές στρατηγικές, μέσω λογισμικού με χρήση των παραπάνω διδακτικών αντικειμένων και αποθήκευσης τους ακολουθώντας το κοινά αποδεκτό πρότυπο SCORM. Αρχικά, θα παρουσιάσουμε τη διαθέσιμη τεχνολογία (πρωτόκολλα και πρότυπα) εξεύρεσης και συλλογής διδακτικών αντικειμένων, επικεντρώνοντας σε «ανοικτά» πρότυπα και πρωτόκολλα (κυρίως το Open Archives Metadata Harvesting Protocol μέσω HTTP request σε αντίστοιχη server εφαρμογή που είναι ενσωματωμένη στις πιο δημοφιλείς εφαρμογές LOR). Στη συνέχεια θα παρουσιάσουμε τις δημοφιλέστερες και επικρατούσες εκπαιδευτικές/παιδαγωγικές θεωρίες μάθησης με χρήση Τ.Π.Ε. Κατόπιν θα εφαρμόσουμε τα προηγούμενα θεωρητικά μοντέλα συνολικά σε μια αυτόνομη εφαρμογή και θα αναφερθούμε σύντομα στην πιθανή ενσωμάτωση της ως εργαλείο (Module) κάποιας υπάρχουσας εφαρμογής διαχείρισης. / All over scientific community today there is a trend to store learning objects in repositories and use them to create web-based teaching scenarios. Presently the scientific community trend is to create modular web-based applications in order to search and harvest learning objects, and moreover to create applications that provide the option of combining various learning objects in order to design teaching activities. A problem that occurred is to be able to, concurrently, dynamically harvest learning objects and create a teaching scenario. Creation, but also storage of learning objects in most databases, is performed following specific standards. In this way, multiple usage and usability is achieved for the author himself but also for other users, either in the same or in different teaching scenarios. In this thesis we will initially investigate the possibility of dynamic and automated search and harvesting of Learning Objects based on pre-defined search criteria, stored in Learning Objects Repositories (LORs) on the web, according to specific standards (mainly IEEE Learning Object Metadata). We will also investigate on the possibility of creating teaching scenarios, based on widely accepted teaching strategies, through software utilizing the aforementioned learning objects and their storage according to the widely accepted SCORM standard. Firstly, we will present the existing technology (protocols and standards) of searching and harvesting learning objects, focusing on open standards and protocols (mainly Open Archives Interconnection Metadata Harvesting Protocol via HTTP request towards a server application which is embedded in the most popular LOR implementations). Then, we will present the most popular and dominating teaching/educational theories through Informatics and Communications Technologies in Education (ICTE). Finally we will apply the previous theoretical models as a whole in an autonomous application and we will briefly mention the possibility of embedding it, as a module, in an existing content management platform.

O uso de Objetos Digitais Aprendizagem – ODA– em ambientes educacionais é uma necessidade inerente à atual época tecnológica que vivemos, uma vez que o acesso a recursos computacionais é ampliado a cada momento, tanto nas escolas como no cotidiano dos cidadãos. Portanto, criar ferramentas, ou seja, ODA, ganha a dimen-são de possibilitar que a educação ultrapasse os muros da escola em qualquer ins-tante ou lugar. Nesse contexto sociohistórico, o presente trabalho apresenta uma proposta de abordar os conceitos de Energia Elétrica e Potência Elétrica bem como as suas relações com Tensão, Corrente e Resistência Elétricas, através de uma bre-ve explanação sobre essas relações e com uma posterior proposta de resolução de um Teste Conceitual envolvendo esses conceitos através de recursos Hipermídia. O diferencial e, por consequência, a contribuição que o presente estudo agrega à co-munidade acadêmica está no fato de que, durante a interação dos aprendizes com um Objeto Digital de Aprendizagem, o erro adquire status de ponto essencial na evo-lução da Estrutura Cognitiva do aprendiz amparado pela Teoria da Aprendizagem de David Ausubel e pela Epistemologia de Gaston Bachelard. Os resultados aqui obti-dos revelam que os ODA quer sejam utilizados isoladamente, quer estejam agrega-dos a outras atividades, em Ambientes Virtuais de Aprendizagem – AVA – podem ampliar as possibilidades do professor no processo de Ensino Aprendizagem. / O uso de Objetos Digitais Aprendizagem – ODA– em ambientes educacionais é uma necessidade inerente à atual época tecnológica que vivemos, uma vez que o acesso a recursos computacionais é ampliado a cada momento, tanto nas escolas como no cotidiano dos cidadãos. Portanto, criar ferramentas, ou seja, ODA, ganha a dimen-são de possibilitar que a educação ultrapasse os muros da escola em qualquer ins-tante ou lugar. Nesse contexto sociohistórico, o presente trabalho apresenta uma proposta de abordar os conceitos de Energia Elétrica e Potência Elétrica bem como as suas relações com Tensão, Corrente e Resistência Elétricas, através de uma bre-ve explanação sobre essas relações e com uma posterior proposta de resolução de um Teste Conceitual envolvendo esses conceitos através de recursos Hipermídia. O diferencial e, por consequência, a contribuição que o presente estudo agrega à co-munidade acadêmica está no fato de que, durante a interação dos aprendizes com um Objeto Digital de Aprendizagem, o erro adquire status de ponto essencial na evo-lução da Estrutura Cognitiva do aprendiz amparado pela Teoria da Aprendizagem de David Ausubel e pela Epistemologia de Gaston Bachelard. Os resultados aqui obti-dos revelam que os ODA quer sejam utilizados isoladamente, quer estejam agrega-dos a outras atividades, em Ambientes Virtuais de Aprendizagem – AVA – podem ampliar as possibilidades do professor no processo de Ensino Aprendizagem

Orientador: Osmar Cavassan / Banca: Aguinaldo Robinson Souza / Banca: José Artur Barroso Fernandes / Resumo: O surgimento de novas tecnologias proporcionou ao ensino de ciências uma oportunidade de utilizar novos recursos em práticas pedagógicas para o processo de ensino-aprendizagem. No ensino de ciências, dentro do tema de ecossistemas terrestres, estes recursos propiciam ao professor simular fenômenos de ambiente naturais através de animações ou vídeos, aproximando os alunos do ambiente real complementando a aula teórica. Entretanto discussões acerca do uso de recursos tecnológicos levantam a dúvida sobre as vantagens e desvantagens do uso de tecnologias na sala de aula quando comparadas a outros recursos como aulas práticas de campo. Os objetos de aprendizagem são recursos tecnológicos que permitem que o professor possam ampliar sua prática pedagógica dando enfoques diferentes para o tema a ser abordado, tornando assim sua prática docente atraente e estimulante para os alunos, mas estes recursos podem trazer no seu conteúdo de erros conceituais que implicam em uma dificuldade de aprendizagem do termo. Entretanto as aulas práticas de campo trazem as vantagens de estimular nos alunos os sentidos como o olfato e tato, mas trazem dificuldades como locomoção dos alunos para o ambiente de estudo e necessidade de mais tempo disponível para abordagem de temas. Diante dessa discussão os objetivos da pesquisa foram de efetuar a análise de conteúdos (imagens, textos, animações, vídeos) encontrados em objetos de aprendizagem que abordam o tema ecossistemas terrestres naturais do ponto de vista da teoria construtivista do conhecimento. Além da análise de conteúdos, pretende-se investigar a partir da visão de professores possíveis limitações encontradas no uso dessas ferramentas tecnológicas como complementos de aulas teóricas, quando comparadas com aulas práticas de campo. A pesquisa foi feita em três etapas. O primeiro momento foi feita a busca no site do RIVED... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The emergence of nes technologies has provided the teaching of science an opportunity to use new features in teaching practices for process of teaching and learning. In science education, within the theme of terrestrial ecosystems, these resources provide the teacher simulate phenomena of natural environments through animations or videos, approaching students in a real environment complementing the theoretical class. However discussions on the use technological resources to raise doubt about the advantages and disadvantages of using technology in the room class when compared to other resources such as classroom practice field. The learning objects are technological resources that enable the teacher may expand their pedagogical practice giving different approaches to the topic being addressed, thus making it attractive and their teaching practice for pupils, but these resources can bring to your content of conceptual mistakes that imply a difficulty in learning of fear. However the practical lessons of the field bring advantages of encouraging students in the senses like smell and touch, but bring difficulties such as transportation of students to the study environment and need more time for discussion of topics. Against this discussion the research objectives were to perform the analysis content (image, text, animation, video) found on objects learning that address natural terrestrial ecosystems point of view of constructivist theory of knowledge. Besides the analysis of content, we intend to investigate from the perspective of teachers. Possible limitations encountered in using the new technological tools to supplement lectures practical classes compared field. The survey was conducted in three stages. The first time was made to search the site RIVED (Virtual Interactive Network for Education) of learning objects to be analyzed in the survey that addressed the Terrestrial Ecosystems theme... (Complete abstract click electronic access below) / Mestre

Até pouco tempo, o computador pessoal era o único dispositivo disponível para acesso a conteúdo digital. Com a introdução da TV digital interativa no Brasil e a evolução dos aparelhos celulares, essas plataformas se tornaram alternativas de acesso em momentos onde não está presente um computador e também como opção para a população de menor poder aquisitivo, visto que são dispositivos mais baratos. Porém, o desenvolvimento de objetos de aprendizagem ainda continua sendo pensado para uma única plataforma, desperdiçando grande parte do potencial de uso. Quando raramente são previstos para mais de uma plataforma, o desenvolvimento de cada versão é realizado de forma isolada, gerando redundância de conteúdo e elevando desnecessariamente o custo de criação e manutenção. Nesse contexto, este trabalho traz uma nova abordagem visando a criação de objetos de aprendizagem interoperáveis, ou seja, desenvolvidos de forma que o mesmo conteúdo possa ser executado nas plataformas Web, TV digital e dispositivos móveis. Para isso, inicialmente foram identificados os recursos e restrições existentes em cada uma das plataformas citadas, assim como as principais recomendações de usabilidade. O resultado desse estudo gerou as seguintes recomendações: a) mecanismo de construção de conteúdo uma única vez de forma que ele se adapte para todas as plataformas; b) mecanismos de adaptação da mesma mídia visando seguir critérios de usabilidade de cada plataforma (ex: tamanho e cor do texto); c) mecanismos de reconhecimento de cada plataforma e envio da mídia adequada para cada uma. Outro aspecto complementar tratado foi em relação à catalogação de objetos de aprendizagem, uma vez que os padrões de metadados educacionais existentes não prevêem o uso de objetos de aprendizagem por diferentes plataformas. Em função dessa necessidade, realizou-se o estudo dos principais padrões de metadados educacionais, assim como os utilizados nas plataformas Web e de TV digital. Como resultado, duas extensões foram propostas aos padrões de metadados educacionais, possibilitando: a) indicar em quais plataformas é possível utilizar o objeto de aprendizagem e b) criar segmentos lógicos de um objeto de aprendizagem e, opcionalmente, agrupá-los por características em comum. Para validação, foram efetuadas algumas implementações de diferentes objetos de aprendizagem. Esses objetos de aprendizagem também foram catalogados com as extensões de metadados propostas, exemplificando seu uso. / Until recently, the personal computer was the unique device available for accessing digital content. With the introduction of interactive digital television in Brazil and the evolution of mobile phones, these platforms have become alternatives for content accessing in moments where the personal computer is not available. Additionally, it is an option for people with less purchasing capability, since they are cheaper devices. However, development of learning objects is still being designed for a single platform, wasting much of its potential usage. When rarely provided for more than one platform, the development of each version is performed in isolation, creating redundant content and unnecessarily raising the cost of construction and maintenance. In this context, this dissertation presents a new approach towards the creation of interoperable learning objects, i.e., developed in a way that the same content can be executed over the Web, digital television, and mobile devices. For that, the resources and restrictions for the above platforms were initially identified, as well the main interface usability recommendations. The result of this study generated the following recommendations: a) mechanisms to create the content just once in a way that adapts itself for each platform; b) mechanisms for media adaptation, following usability recommendations for each platform (font size and color, for example); c) mechanisms to recognize client platform and send the adequate media. Another complementary aspect that was considered is learning object cataloguing, since the existing educational metadata standards do not foresee the usage of learning objects towards different platforms. Based in this need, the study of main educational metadata standards was done, like as those used in Web and digital television. As result, two extensions were proposed to the educational metadata standards, allowing: a) the indication of in which platform it is possible to use the learning object and b) the creation of learning object logical segments and, optionally, the possibility grouping themselves by common features. For validation, some different learning objects implementations were performed. Those learning objects have also been cataloged with the proposed metadata extensions, illustrating their use.

A presente pesquisa objetiva propor uma metodologia que oriente o design de interface de ambiente virtual centrado no usuário que seja sistematizada como processo de desenvolvimento de produto, com princípios de design de interação e considerando aspectos de usabilidade e ergonomia, de modo a favorecer o trabalho do usuário, permitindo a apropriação do conteúdo e a execução das tarefas através das funcionalidades do sistema. Para consecução do trabalho foram investigados: os Elementos da Experiência do Usuário; as ferramentas de processo de desenvolvimento de produto; as técnicas da Engenharia de Software e os conceitos do Design de Interação. A combinação desses estudos deu origem à metodologia proposta nesta pesquisa. Destaca-se que essa metodologia integra a técnica do desdobramento da função qualidade (quality function deployment) a estudos usualmente adotados para o design de interface gráfica. Dessa forma, garantiu-se que as heurísticas de usabilidade encontrassem forte embasamento científico e que os requisitos técnicos refletissem as reais necessidades do usuário. O uso dessa ferramentas de projeto de produto garante, ainda, que a qualidade seja mantida em todas as etapas de design da interface. A aplicabilidade da metodologia foi verificada mediante o projeto de interface do módulo do desenvolvedor (professor/instrutor) do HyperCAL online. / This research aims to propose a methodology to guide the user-centered interface design of virtual environment that is systematized as product development process, with interaction design principles and considering aspects of usability and ergonomics, in order to promote the user's work, allowing the appropriation of content and execution of the tasks through system functionality. To achieve the study were investigated: the Elements of User Experience; the tools of product development process, the techniques of Software Engineering, and the concepts of Interaction Design. The combination of these studies gave rise to the methodology proposed in this research. It is noteworthy that this approach integrates the technique of quality function deployment for studies usually adopted for the interface graphical design. Thus, it was ensured that the usability heuristics had strong scientific basis and that the technical requirements reflect the real needs of the user. Using these tools of product design also guarantees that the quality is maintained at all stages of interface design. The applicability of the methodology was verified through the interface design of the developer's module (professor/instructor) of HyperCAL online.