Estruturação dos objetivos de aprendizagem para ambientes de educação on-line

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Ciência da Computação.O objetivo deste trabalho é prover o processo e a avaliação funcional dos componentes que compõem um ambiente de e-aprendizagem baseado em Objetos de aprendizagem, apresentando as definições, propriedades e aplicações dos Objetos de aprendizagem, que se referem à criação e reutilização dos objetos para desenvolver ambientes de aprendizagem. Os padrões utilizados para desenvolvimento de conteúdos estruturados para ambientes de aprendizagem para Web também serão descritos. Também é abordado o potencial da Web semântica, a qual transforma a Web em um meio em que a informação é interpretada, trocada e processada. Apresentar como a linguagem XML e a orientação a objeto se relacionam com os Objetos de aprendizagem é outro tópico abordado. O trabalho inclui, ainda, um protótipo para um ambiente de aprendizagem online utilizando os objetos de aprendizagem

Estruturação dos objetivos de aprendizagem para ambientes de educação on-line

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Ciência da Computação.O objetivo deste trabalho é prover o processo e a avaliação funcional dos componentes que compõem um ambiente de e-aprendizagem baseado em Objetos de aprendizagem, apresentando as definições, propriedades e aplicações dos Objetos de aprendizagem, que se referem à criação e reutilização dos objetos para desenvolver ambientes de aprendizagem. Os padrões utilizados para desenvolvimento de conteúdos estruturados para ambientes de aprendizagem para Web também serão descritos. Também é abordado o potencial da Web semântica, a qual transforma a Web em um meio em que a informação é interpretada, trocada e processada. Apresentar como a linguagem XML e a orientação a objeto se relacionam com os Objetos de aprendizagem é outro tópico abordado. O trabalho inclui, ainda, um protótipo para um ambiente de aprendizagem online utilizando os objetos de aprendizagem

Exploring The Impact Of Configuration And Mode Of Input On Group Dynamics In Computing

Objectives: Large displays and new technologies for interacting with computers offer a rich area for the development of new tools to facilitate collaborative concept mapping activities. In this thesis, WiiConcept is described as a tool designed to allow the use of multiple WiiRemotes for the collaborative creation of concept maps, with and without gestures. Subsequent investigation of participants' use of the system considers the effect of single and multiple input streams when using the software with and without gestures and the impact upon group concept mapping process outcomes and interactions when using a large display. Methods: Data is presented from an exploratory study of twenty two students who have used the tool. Half of the pairs used two WiiRemotes, while the remainder used one WiiRemote. All pairs created one map without gestures and one map with gestures. Data about their maps, interactions and responses to the tool were collected. Results: Analysis of coded transcripts indicates that one-controller afforded higher levels of interaction, with the use of gestures also increasing the number of interactions seen. Additionally, the result indicated that there were significantly more interactions of the 'shows solidarity', 'gives orientation', and 'gives opinion' categories (defined by the Bales' interaction processes assessment), when using one-controller as opposed to two. Furthermore, there were more interactions for the 'shows solidarity', 'tension release', 'gives orientation' and 'shows tension' categories when using gestures as opposed to the non-use of gestures. Additionally, there were no significant differences in the perceived dominance of individuals, as measured on the social dominance scales, for the amount of interaction displayed, however, there was a significant main effect of group conversational control score on the 'gives orientation' construct, with a higher number of interactions for low, mixed and high scores of this type when dyads had one-controller as opposed to two-controllers. There was also a significant interaction effect of group conversational control score on the 'shows solidarity' construct with a higher number of interactions for all scores of this type when dyads had one-controller as opposed to two-controllers. The results also indicate that for the WiiConcept there was no difference between number of controllers in the detail in the maps, and that all users found the tool to be useful for the collaborative creation of concept maps. At the same time, engaging in disagreement was related to the amount of nodes created with disagreement leading to more nodes being created. Conclusions: Use of one-controller afforded higher levels of interaction, with gestures also increasing the number of interactions seen. If a particular type of interaction is associated with more nodes, there might also be some argument for only using one-controller with gestures enabled to promote cognitive conflict within groups. All participants responded that the tool was relatively easy to use and engaging, which suggests that this tool could be integrated into collaborative concept mapping activities, allowing for greater collaborative knowledge building and sharing of knowledge, due to the increased levels of interaction for one-controller. As research has shown concept mapping can be useful for promoting the understanding of complex ideas, therefore the adoption of the WiiConcept tool as part of a small group learning activity may lead to deeper levels of understanding. Additionally, the use of gestures suggests that this mode of input does not affect the amount of words, nodes, and edges created in a concept map. Further research, over a longer period of time, may see improvement with this form of interaction, with increased mastery of gestural movement leading to greater detail of conceptual mapping

Collaborative Knowledge Visualisation for Cross-Community Knowledge Exchange

The notion of communities as informal social networks based on shared interests or common practices has been increasingly used as an important unit of analysis when considering the processes of cooperative creation and sharing of knowledge. While knowledge exchange within communities has been extensively researched, different studies observed the importance of cross-community knowledge exchange for the creation of new knowledge and innovation in knowledge-intensive organizations. Especially in knowledge management a critical problem has become the need to support the cooperation and exchange of knowledge between different communities with highly specialized expertise and activities. Though several studies discuss the importance and difficulties of knowledge sharing across community boundaries, the development of technological support incorporating these findings has been little addressed. This work presents an approach to supporting cross-community knowledge exchange based on using knowledge visualisation for facilitating information access in unfamiliar community domains. The theoretical grounding and practical relevance of the proposed approach are ensured by defining a requirements model that integrates theoretical frameworks for cross-community knowledge exchange with practical needs of typical knowledge management processes and sensemaking tasks in information access in unfamiliar domains. This synthesis suggests that visualising knowledge structures of communities and supporting the discovery of relationships between them during access to community spaces, could provide valuable support for cross-community discovery and sharing of knowledge. This is the main hypothesis investigated in this thesis. Accordingly, a novel method is developed for eliciting and visualising implicit knowledge structures of individuals and communities in form of dynamic knowledge maps that make the elicited knowledge usable for semantic exploration and navigation of community spaces. The method allows unobtrusive construction of personal and community knowledge maps based on user interaction with information and their use for dynamic classification of information from a specific point of view. The visualisation model combines Document Maps presenting main topics, document clusters and relationships between knowledge reflected in community spaces with Concept Maps visualising personal and shared conceptual structures of community members. The technical realization integrates Kohonen’s self-organizing maps with extraction of word categories from texts, collaborative indexing and personalised classification based on user-induced templates. This is accompanied by intuitive visualisation and interaction with complex information spaces based on multi-view navigation of document landscapes and concept networks. The developed method is prototypically implemented in form of an application framework, a concrete system and a visual information interface for multi-perspective access to community information spaces, the Knowledge Explorer. The application framework implements services for generating and using personal and community knowledge maps to support explicit and implicit knowledge exchange between members of different communities. The Knowledge Explorer allows simultaneous visualisation of different personal and community knowledge structures and enables their use for structuring, exploring and navigating community information spaces from different points of view. The empirical evaluation in a comparative laboratory study confirms the adequacy of the developed solutions with respect to specific requirements of the cross-community problem and demonstrates much better quality of knowledge access compared to a standard information seeking reference system. The developed evaluation framework and operative measures for quality of knowledge access in cross-community contexts also provide a theoretically grounded and practically feasible method for further developing and evaluating new solutions addressing this important but little investigated problem