Developing Open Educational Resources through Learning Design and Agile Practices

One of the current challenges related to Open Educational Resources (OERs) is how to produce quality and relevant materials to be reused and adapted to different contexts and learning situations. In this paper we present a flexible and systematic method for OERs, called AM-OER, that allows the development of OERs to evolve incrementally, and be modified and improved as needed. Practices of Learning Design are incorporated into the OERs development, making the design more understandable and shareable, and facilitating the reuse and adaptation. We applied AM-OER through a case study involving the development of a course in the software engineering domain. The results obtained suggest the applicability and usefulness of the AM-OER in the development of OERs

AM-OER: An Agile Method for the Development of Open Educational Resources

Open Educational Resources have emerged as important elements of education in the contemporary society, promoting life-long and personalized learning that transcends social, eco- nomic and geographical barriers. To achieve the potential of OERs and bring impact on education, it is necessary to increase their development and supply. However, one of the current challenges is how to produce quality and relevant OERs to be reused and adapted to different contexts and learning situations. In this paper we proposed an agile method for the development of OERs – AM-OER, grounded on agile practices from Software Engineering. Learning Design practices from the OULDI project (UK Open University) are also embedded into the AM-OER aiming at improving quality and facilitating reuse and adaptation of OERs. In order to validate AM-OER, an experiment was conducted by applying it in the development of an OER on software testing. The results showed preliminary evidences on the applicability, effectiveness and ef ciency of the method in the development of OERs

Towards a Software Product Line Architecture to Build M-learning Applications for the Teaching of Programming

Software Product Line (SPL) is concerned with the sharing of common features within a family of products. It offers benefits, proven in several industry success cases. Regardless of its success, such a reuse-based development methodology has not been well explored in educational fields yet, as mobile platforms. In a different but related perspective, several initiatives have been undertaken as an attempt to improve the teaching of programming; however, no reuse approaches have been considered. In this paper we discuss the most significant approaches and methodologies for the conception of an SPL architecture according to the specificities of mobile devices and the teaching of programming. As main contributions, we highlight the identification of a set of approaches that support the conduction of the initial SPL processes, the design of a conceptual architecture model, and its qualitative evaluation with stakeholder

Modelos de Maturidade em um Cenário Educacional: Um Mapeamento Sistemático

Este paper apresenta um mapeamento sistemático em modelos de maturidade educacionais, almejando identificar e reunir as suas principais características, inspirações e métodos de desenvolvimento. Foram identificados 22 modelos de maturidade educacionais, divididos em 25 estudos. Os resultados apontam que CMM, CMMI e SPICE são as inspirações mais comuns para os modelos educacionais existentes. Também foi constatado que estudos literários, pilot testing, workshops e surveys foram os métodos mais comuns utilizados para desenvolver tais modelos. Finalmente, não foi possível encontrar nenhum estudo especificamente relacionado a modelos de maturidade para recursos educacionais abertos, destacando uma lacuna na área que pode ser apurada em trabalhos futuros

Recursos Educacionais Abertos: Aspectos de desenvolvimento no cenário brasileiro [Open Educational Resources: aspects of development in the Brazilian context]

Recursos Educacionais Abertos (REAs) têm emergido como um importante elemento da educação na sociedade contemporânea, possibilitando novas perspectivas de construção e partilha de conhecimento que transcendem as restrições impostas pela educação tradicional. Embora REAs possam trazer diversos benefícios e impacto sobre a educação, sua adoção ainda é limitada. No Brasil, em especial, há falta de evidências sobre a produção e o uso efetivo de REAs na educação, seja na modalidade presencial, híbrida ou a distância. Neste trabalho, uma pesquisa baseada em survey é conduzida com o objetivo de determinar “como” é o processo de desenvolvimento de REAs e evidenciar as principais barreiras e lacunas associadas, bem como fatores que possam ampliar a produção e a oferta de REAs no cenário brasileiro. Os resultados obtidos apontam para a necessidade de um esforço coletivo (governo, instituições de ensino, pesquisadores, educadores e aprendizes) para prover a fundamentação e os mecanismos adequados à produção, uso e compartilhamento de REAs, ajudand

An agile learning design method for open educational resources

Open Educational Resources (OERs) have provided new perspectives for the construction, access and sharing of knowledge. While OERs can bring benefits to, and impact on education, there are still challenges to their widespread production and use. One of the challenges faced by developers (including educators and practitioners) of OERs has been how to produce quality and relevant learning materials, capable of being reused and adapted in different learning situations. In our work we propose and define an agile learning design method to support the design and creation of OERs. It is based on agile practices from software engineering and on practices of learning design from the OULDI project at the UK Open University. We illustrate our ideas with an experiment that validates the proposed method through its application in the design and creation of an OER in the software testing domain. The results obtained so far have shown that the method is feasible and effective for the design and creation of OERs

O selo pró-ética: uma parceria entre os setores público e privado em prol da ética

This research analyzes what is the proposal of anti-corruption business ethics present in the ProÉtica Seal based on the evaluation and recognition criteria of companies with the Pro-Ética Seal in 2017. The Pro-Ética was created in 2010 by the Controladoria-Geral da União (CGU) and the Instituto Ethos de Empresas e Responsabilidade Social to promote the adoption of integrity practices and prevention of corruption in the public and private corporate environment. The objective is to analyze the criteria of ethical practices proposed an encouraged by the Pro-Ética Seal 2017. For the theoretical foundation studies are used in the field of business Ética and moral philosophy. Regarding the methodological procedures, the qualitative approach and the case study method were used: Selo Pró-Ética 2017. The documentary and electronic research was adopted to collect data about the origin of the Pro-Ética Seal, its evaluation methodology, companies recognized in 2017 and ethical business practices. In 2017, the Pro-Ética edition received 375 registrations and after the evaluation process approved and recognized 23 companies as Pro-Ética, these companies proved to have an affirmative position to prevent and combat corrupt and illegal practices. The study concludes that companies need to invest in integrity and accountability practices that provide benefits to organizations and society that minimize and, above all, avoid harm to society and the environment.Trabalho de Conclusão de Curso (Graduação)Esta pesquisa analisa qual é a proposta de ética empresarial anticorrupção presente no Selo PróÉtica a partir dos critérios de avaliação e reconhecimento das empresas com o Selo Pró-Ética em 2017. O Pró-Ética foi criado em 2010 pela a Controladoria-Geral da União (CGU) e o Instituto Ethos de Empresas e Responsabilidade Social para promover a adoção de práticas de integridade e prevenção da corrupção no ambiente corporativo público e privado. O objetivo é analisar os critérios das práticas éticas propostas e incentivadas pelo Selo Pró-Ética 2017. Para a fundamentação teórica são utilizados estudos no campo da ética empresarial e da filosofia moral. Em relação aos procedimentos metodológicos, foi utilizada a abordagem qualitativa e o método do estudo de caso: Selo Pró-Ética 2017. A pesquisa documental e eletrônica foi adotada para a coleta de dados sobre a origem do Selo Pró-Ética, sua metodologia de avaliação, as empresas reconhecidas em 2017 e as práticas éticas empresariais. Em 2017, a edição do PróÉtica recebeu 375 inscrições e após o processo de avaliação aprovou e reconheceu 23 empresas como Pró-Ética, estas empresas provaram possuir um posicionamento afirmativo pela prevenção e combate de práticas corruptas e ilegais. O estudo conclui que é necessário que as empresas invistam em práticas de integridade e de responsabilidade que proporcionam benefícios às organizações e à sociedade, que minimizam e, sobretudo, evitam danos à sociedade e ao meio-ambiente

Towards the development of open educational resources: challenges and issues

he fast evolution of the Internet and the Information and Communication Technologies has leveraged and multiplied the possibilities of learning. Additionally, the advent of free and open software has also motivated research and development in the education area. As a result, there has been a change in the way that educational resources are designed, developed and delivered to learners. The term Open Educational Resources (OERs) has emerged as an attempt to standardize the educational content available in a free and open way through the Internet. The establishment and adoption of innovative processes, methods and tools for creating well-designed and highly flexible OERs are challenging for the scientific community in general and, especially, for software engineers. Indeed, Software Engineering practices and principles should be reviewed, updated and adapted for adequately deal with the developmental aspects and needs in this emerging scenario. Having this goal in mind, in this paper we identify some challenges and issues to be considered by software engineers in order to provide an adequate and efficient infrastructure to the development and adoption of OERs

Practitioners’ Perspective on Software Project Management Education

Despite Software project management (SPM) being one of the most relevant topicsin the area of software engineering that should be addressed in computing programs, SPM skills of recent graduates are not satisfactory yet. In this context, besides being important to know there are skill deficiencies, we also need to gather specific information on how to adjust and improve the education on the corresponding topics. In this paper we attempt to identify what knowledge deficiencies in SPM can persist after a student graduates from a computing degree program. We surveyed practitioners that graduated and worked as software project managers to gather the knowledge deficiencies from the industry perspective. In general, the results indicated that there is a number of professionals who seeks postgraduate programs to fill the deficiencies of the undergrad programs

Learning design for software engineering courses

This paper presents a customization of a learning design approach, OULDI, to designing and implementing Software Engineering courses. We propose an iterative process for the application of the OULDI views. This process starts with a course map view and follows a series of steps that ends with the evaluation of the design reflecting on the balance of the proposed activities. A case study is presented in which two institutions were involved in the design and implementation of an experimental software engineering course. Feedback from students, designers and lecturers was collected to support the validation of the design and implementation of the course. This showed that learning design, with the process proposed here, is a feasible approach for the design of software engineering courses