Publication: Adaptaciones de unidades de aprendizaje en tiempo de ejecución
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2007-09
Defense date
2007-07-04
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Tutors
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Abstract
La presente tesis doctoral se enmarca dentro del conjunto de trabajos relacionados
con procesos de aprendizaje asistido por ordenador en los cuales es necesaria la figura
de un tutor o instructor que supervise el proceso. Si bien, a día de hoy, en algunos tipos
de procesos esta figura puede ser reemplazada por algún tipo de agente inteligente o
algún otro mecanismo, en otros casos sigue siendo aún necesario y conveniente que el
control y supervisión del proceso esté en manos de un tutor real.
El objetivo general de esta tesis es incrementar las posibilidades de adaptación
de los diseños de procesos de enseñanza supervisados por instructor especificados mediante
lenguajes de modelado educativo (EML). Dicho objetivo surgió al tratar de
implementar procesos de estas características y detectar las limitaciones en los sistemas
existentes. Con tal objeto, se planteó el desarrollo de una extensión al modelo de
información de un EML que permitiese a los instructores de procesos de aprendizaje
de las características antes mencionadas, la aplicación de adaptaciones análogas a las
que llevarían a cabo en un entorno de enseñanza tradicional.
Con este propósito, y utilizando un proceso iterativo de desarrollo y validación,
se construyó, partiendo de la especificación de un EML ya existente, un modelo de
adaptación que permitiese su extensión y posibilitase la descripción de modificaciones
tanto sobre la definición de los diseños de procesos desarrollados empleando dicha
especificación, como sobre su comportamiento en ejecución. Dado que para detectar la
necesidad de adaptar y conocer el tipo y características de la adaptación requerida, es
necesario que el instructor pueda evaluar y monitorizar el desarrollo del proceso, así
como conocer el grado de éxito alcanzado por las adaptaciones introducidas, el modelo
de adaptación fue ampliado para incluir los elementos necesarios para proporcionar
soporte al desarrollo de estas funciones. Con el fin de organizar el desarrollo de todas
estas tareas se definió un método de diseño iterativo de procesos de aprendizaje
que permite capturar dentro del propio diseño la experiencia obtenida de sus ejecuciones
previas. Finalmente, se diseñó un mecanismo para la implantación del modelo
que permite mantener la lógica de las adaptaciones separada de la información original de la unidad de aprendizaje de tal forma que puedan definirse y aplicarse en tiempo
de ejecución adaptaciones no previstas con anterioridad al comienzo de la misma.
La factibilidad técnica de la solución ha sido probada mediante el desarrollo de un
caso de estudio consistente en la aplicación del modelo y mecanismo de adaptación a
un caso concreto de EML, el IMS Learning Design. Dada su flexibilidad para permitir
implementar distintos enfoques pedagógicos y a su amplia aceptación, esta especificación ha sido la escogida como guía para el desarrollo y validación de la solución. La
adecuación del método propuesto al desarrollo de procesos de aprendizaje reales, y la
capacidad expresiva del modelo para permitir la descripción de las distintas adaptaciones
del diseño del proceso, han sido constatadas en tres escenarios de aprendizaje
distintos, a lo largo de cuyo desarrollo fue posible traducir las adaptaciones que se
introdujeron sobre la descripción del proceso implementado en la plataforma utilizada
en un entorno real, a adaptaciones sobre una versión del proceso en forma de UoL.
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The frame of this work is the computer supported learning process supervised by human tutors. Although nowadays the instructor figure can be replaced by intelligent agents or other mechanisms in some occasions, other times it is still necessary and convenient to rely on the control and supervision of a real tutor. This work aims at increasing the adaptation capabilities of learning process designs supervised by an instructor and specified by means of an educational modelling language (EML). The support provided to the instructor of the above mentioned characteristic process revealed to be insuficient and to overcome this limitations an extension of an existing EML information model was arranged. It should allow instructors to introduce adaptations analogous to the ones they perform on traditional learning environment. For this purpose and taking as a base an existing EML specification, an adaptation model was produced following an iterative process of development and validation. The model should allow the instructor to describe the variations of the learning process design as well as to modify its runtime behaviour. On the other hand an instructor should be able to evaluate and monitor the process progress. This allows to perceive the necessity to adapt the process and to establish the characteristics of the required adaptation. Furthermore, she also should be able to measure the introduced adaptation success. For those reasons the adaptation model was extended with the necessary elements to provide support for these tasks. A method for the iterative design of learning process was produced with the aim to organize the performance of these functions and to capture the experience gained from prior executions in the process definition. Finally, a mechanism for the model implementation was designed. This mechanism maintains the adaptation information and the original unit of learning definition separated, and permits the definition and application of unforeseen adaptations during execution time. The technical feasibility of the solution has been proved through a case study consisting on the application of the model and adaptation mechanism to the most outstanding EML proposal: the IMS Learning Design specification. As this is the most widely accepted EML, it also has been chosen as a guide for the development and validation of the proposed solution. The suitability of the presented method for the development of real learning processes has been stated by its application on three di erent scenarios. All the adaptations applied on the real process implementation has been translated into adaptations of UoL versions of the processes. This way, the expressivity of the adaptation model has also been shown.
The frame of this work is the computer supported learning process supervised by human tutors. Although nowadays the instructor figure can be replaced by intelligent agents or other mechanisms in some occasions, other times it is still necessary and convenient to rely on the control and supervision of a real tutor. This work aims at increasing the adaptation capabilities of learning process designs supervised by an instructor and specified by means of an educational modelling language (EML). The support provided to the instructor of the above mentioned characteristic process revealed to be insuficient and to overcome this limitations an extension of an existing EML information model was arranged. It should allow instructors to introduce adaptations analogous to the ones they perform on traditional learning environment. For this purpose and taking as a base an existing EML specification, an adaptation model was produced following an iterative process of development and validation. The model should allow the instructor to describe the variations of the learning process design as well as to modify its runtime behaviour. On the other hand an instructor should be able to evaluate and monitor the process progress. This allows to perceive the necessity to adapt the process and to establish the characteristics of the required adaptation. Furthermore, she also should be able to measure the introduced adaptation success. For those reasons the adaptation model was extended with the necessary elements to provide support for these tasks. A method for the iterative design of learning process was produced with the aim to organize the performance of these functions and to capture the experience gained from prior executions in the process definition. Finally, a mechanism for the model implementation was designed. This mechanism maintains the adaptation information and the original unit of learning definition separated, and permits the definition and application of unforeseen adaptations during execution time. The technical feasibility of the solution has been proved through a case study consisting on the application of the model and adaptation mechanism to the most outstanding EML proposal: the IMS Learning Design specification. As this is the most widely accepted EML, it also has been chosen as a guide for the development and validation of the proposed solution. The suitability of the presented method for the development of real learning processes has been stated by its application on three di erent scenarios. All the adaptations applied on the real process implementation has been translated into adaptations of UoL versions of the processes. This way, the expressivity of the adaptation model has also been shown.
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Keywords
Internet en la enseñanza, Tecnología educativa, Inteligencia artificial, Educación a distancia, Enseñanza asistida por ordenador