Publication: Desarrollo de materiales didácticos desde una perspectiva basada en modelos
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2009-06
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2009-07-20
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Abstract
La tesis doctoral presentada en este documento se enmarca en el área de la Enseñanza Asistida por Ordenador, específicamente está relacionada con el desarrollo de materiales didácticos, elementos claves para facilitar la ejecución exitosa de en los procesos educativos basados en e-Learning. Gracias a e-Learning se ha dado un importante paso en la evolución y adaptación de la educación a los tiempos que vivimos a través de la digitalización de los materiales didácticos tradicionales. Esta digitalización amplía las capacidades de comunicación y presentación de unos materiales didácticos que pueden ser representados utilizando técnicas multimedia e interactivas, mejorando así, la comprensión de la información o conocimiento representado por parte de los discentes, su trabajo individual y potenciando el desarrollo de actitudes como la responsabilidad y el espíritu de trabajo en equipo. Otras importantes ventajas radican en el aumento de la flexibilidad en el uso y configuración de los materiales didácticos y la posibilidad de soporte a diferentes metodologías y estrategias pedagógicas, la optimización del uso de recursos educativos, al considerar las recomendaciones de los estándares y especificaciones de e-Learning. Para que estas oportunidades puedan ser aprovechadas de forma eficaz es preciso disponer de materiales didácticos digitales, conformes con los estándares y de herramientas de autoría que permitan desarrollarlos. Estas herramientas deben tener en cuenta que la creación de materiales didácticos no consiste simplemente en digitalizar los materiales didácticos tradicionales sino que incluye soluciones de creación que toman en consideración aspectos pedagógicos, tecnológicos y organizativos de tal forma que los materiales creados sirvan de soporte a un proceso educativo bien formado. La creación y específicamente su fase de desarrollo, es un proceso intensivo y complejo, de un marcado carácter multidisciplinario en el que participan profesionales con diversos perfiles, experiencias y puntos de vista sobre cómo deben ser, cómo deben crearse y desarrollarse los materiales didácticos. Consecuente con lo anterior, el objetivo general de la tesis es la definición de un marco conceptual para herramientas de autoría que ayuden a los profesionales encargados del desarrollo a afrontar la complejidad del proceso y a obtener materiales didácticos caracterizados por su potencial de reutilización y por servir como soportes efectivo a los procesos educativos en los que serán utilizados. El marco conceptual propuesto por la solución de esta tesis, está compuesto por un modelo, un método y la arquitectura para la herramienta de autoría. El modelo permite describir de manera general los componentes del material: contenidos y estrategia pedagógica; los requisitos sobre sus características deseables a través de elementos que se han agrupado en cuatro vistas: Dominio de Conocimiento (DC), Pedagógica (P), Soporte (S) y Calidad-Usabilidad (C-U). Estos elementos proporcionan información de carácter organizativo, pedagógico y tecnológico para que sea posible obtener un diseño armónico de un proceso educativo basado en e-Learning. En el meta-modelo se definen conjuntos de relaciones entre los elementos que incluyen correspondencias entre las descripciones de alto nivel técnico provenientes de los estándares e-Learning con descripciones de los requisitos del material más simples y cercanos al lenguaje de sus creadores. Gracias a ellas, se puede facilitar el desarrollo y guiar a los diferentes tipos de desarrolladores durante sus diversas etapas sin que éstos tengan conocimientos sobre los detalles de las especificaciones y estándares e-Learning para obtener materiales conformes a ellos. El método está compuesto por 5 pasos: Entrada de requisitos, Selección de recursos, Composición, Evaluación y Generación de anotaciones semánticas. Estos pasos utilizan las respuestas de los desarrolladores a un conjunto de preguntas sobre los requerimientos del material que son descritos utilizando un conjunto mínimo de elementos del modelo. Los algoritmos definidos para los 5 pasos del método permiten definir guías y mecanismos pueden ayudar a los desarrolladores en la elección de cuál es el procedimiento que deben seguir durante la etapa de selección de acuerdo con sus necesidades específicas; guías y mecanismos para la agregación e integración de los recursos en la estructura del material durante la etapa de composición; mecanismos que permiten llevar a término la evaluación del material obtenido en relación con su utilidad pedagógica y la usabilidad de su interfaz, además de facilitar las labores de rediseño en aquellos casos en que dichas cualidades no sean las adecuadas para que el material sirva de soporte efectivo a un determinado proceso educativo. El potencial de reutilización del material se asegura no sólo desde la forma en que se define la composición sino también en el paso de Generación de anotaciones semánticas que permite añadir información de carácter semántico al material creado para permitir su localización, recuperación. Éste además se encarga de la creación del paquete de distribución del material conforme con la especificación IMS CP, que permitirá la interoperabilidad del material entre sistemas heterogéneos conformes con la especificación. Modelo y método son las bases para la arquitectura de herramientas de autoría de carácter generativo. Dicha arquitectura está formada por un conjunto de módulos que utilizando la información proporcionada por los elementos del modelo, están encargados de la implementación de los algoritmos definidos para cada uno de los pasos del método que permiten guiar y ofrecer soluciones a cada una de las etapas del desarrollo y aseguran que el material obtenido exhiba las características deseables. La factibilidad técnica de la solución ha sido comprobada a través de un conjunto de pruebas de evaluación. La capacidad del modelo para describir de forma general y clasificar los materiales fue contrastada por medio del conjunto de pruebas realizadas con una ontología basada en el modelo y un razonador. La capacidad del método para guiar el proceso de desarrollo y la adecuación de las soluciones ofrecidas a las etapas del desarrollo: selección y composición fue comprobada en el análisis de los resultados de las encuestas de evaluación de cuatro casos prácticos en los que se utilizó el método. Por último, factibilidad técnica de la implementación del entorno o herramienta de autoría propuesta, la capacidad del método para guiar y ofrecer soluciones adecuadas a la etapa de evaluación y la utilidad de la solución propuesta fue comprobada en el análisis de los resultados de una encuesta de expertos. ________________________________________________
This document presents a PhD work related to the Technology Enhanced Learning area. It is specifically concerned with the development of didactic materials, key features needed to support the educational process deployment in the e-Learning context. Thanks to e-Learning an important evolutionary step has been taken in the educational area with the digitizing of traditional didactic materials. Digitizing improves didactic materials communication and presentation capabilities since contents can be represented using interactive and multimedia techniques. Thus, learners’ comprehension of represented information (or knowledge), their individual work and attitudes such as responsibility and collaborative work will are also improved. Other advantages of e-Learning worthy to be mentioned are the enhancement of flexibility in the use, configuration of didactic materials, their support for diverse pedagogical methodologies and the optimisation of resources when recommendations and guidelines from e-Learning standards and specifications are considered. The lack of authoring tools to create didactic materials able to support those features can hinder the effective deployment of previously mentioned opportunities. Authoring tools should take into consideration that creation is not simply a matter of digitizing traditional materials; it also involves new approaches that must take into account pedagogical, technological and organizational features to form a well-designed educational process. Moreover, the creation process and its development phase are complex, intensive and multidisciplinary processes with stakeholders which are professionals with diverse profiles, levels of expertise and viewpoints of didactic materials mean features and how they must be created. According to those facts, this PhD work is aiming to define a conceptual framework for authoring tools which offer support to practitioners to face the complexity of development, guide them through the process and help them to obtain potential reusable didactic materials that also will be effective support for the educational situation deployment in an e-Learning environment. The conceptual framework proposed by this PhD work is composed by a model, a method and authoring tool architecture. The model generally describes didactic material’s main components, i.e. contents and pedagogical strategy, and its requirements using a set of elements grouped in four views: knowledge domain (KD), pedagogical information (P), technical support (S) and quality (Q-U). Those elements formally specify the pedagogical, technological and organizational information need to consider in order to form a well-designed educational process. In the meta-model were also defined sets of elements relations which include mappings from complex technical descriptions of e-Learning standards and specifications to simpler and closer descriptions to practitioners about material requirements. Such mappings are cornerstones to support the development, to guide practitioners through the different stages of development and help them to obtain didactic materials conformant to standards and specifications with no need of being an expert in standards and specs details and implementation. The method is composed by 5 steps: Requirement gathering, Resources selection, Composition, Evaluation and Semantic annotations generation. Those steps use developers’ answers to a set of questions about material features and requirements described by a minimum set of model elements. The algorithms defined for method steps allow providing mechanisms and guidelines to help developers to choose the most appropriated selection procedure to follow in the selection stage according their needs. For the composition stage they help to aggregate resources and to integrate them into the material presentation and delivery structure. For the evaluation stage, they define mechanisms to asses the material’s pedagogical utility and interface usability as indicators of an effective support for an educational process and to redesign the material in those cases when such indicators will no reach appropriated values. Last but not least, they also allow to automatically add semantic annotations to the created material using the mappings defined in the meta-model for describing general material features and pack it according to IMS CP, ensuring material’s potential reusability since it is interoperable and can be localized and retrieved. Model and method are the foundation of the architecture for a generative authoring tool. This architecture is composed by a set of modules which use the information provided by model elements and implement the algorithms defined for each method step to guide, provide solutions to the different stages of development and to ensure previously stated material’s desired features and they effectively support the achievement of stated learning objectives from an educational process. The technical feasibility of the proposed solution has been proved by means of a set of evaluation tests. The model capability to generally describe and classify materials has been shown in the results of tests realized with a model based ontology and a reasoner. Method capabilities to guide the development and to provide suitable solutions to the selection and composition stages of development has been stated in the results of evaluation questionnaires for the four development situations where the method support was analyzed. The implementation feasibility of the proposed authoring tool architecture, the method capability and suitability of its evaluation step and the usefulness of the proposed framework were stated in the result analysis of the expert questionnaire.
This document presents a PhD work related to the Technology Enhanced Learning area. It is specifically concerned with the development of didactic materials, key features needed to support the educational process deployment in the e-Learning context. Thanks to e-Learning an important evolutionary step has been taken in the educational area with the digitizing of traditional didactic materials. Digitizing improves didactic materials communication and presentation capabilities since contents can be represented using interactive and multimedia techniques. Thus, learners’ comprehension of represented information (or knowledge), their individual work and attitudes such as responsibility and collaborative work will are also improved. Other advantages of e-Learning worthy to be mentioned are the enhancement of flexibility in the use, configuration of didactic materials, their support for diverse pedagogical methodologies and the optimisation of resources when recommendations and guidelines from e-Learning standards and specifications are considered. The lack of authoring tools to create didactic materials able to support those features can hinder the effective deployment of previously mentioned opportunities. Authoring tools should take into consideration that creation is not simply a matter of digitizing traditional materials; it also involves new approaches that must take into account pedagogical, technological and organizational features to form a well-designed educational process. Moreover, the creation process and its development phase are complex, intensive and multidisciplinary processes with stakeholders which are professionals with diverse profiles, levels of expertise and viewpoints of didactic materials mean features and how they must be created. According to those facts, this PhD work is aiming to define a conceptual framework for authoring tools which offer support to practitioners to face the complexity of development, guide them through the process and help them to obtain potential reusable didactic materials that also will be effective support for the educational situation deployment in an e-Learning environment. The conceptual framework proposed by this PhD work is composed by a model, a method and authoring tool architecture. The model generally describes didactic material’s main components, i.e. contents and pedagogical strategy, and its requirements using a set of elements grouped in four views: knowledge domain (KD), pedagogical information (P), technical support (S) and quality (Q-U). Those elements formally specify the pedagogical, technological and organizational information need to consider in order to form a well-designed educational process. In the meta-model were also defined sets of elements relations which include mappings from complex technical descriptions of e-Learning standards and specifications to simpler and closer descriptions to practitioners about material requirements. Such mappings are cornerstones to support the development, to guide practitioners through the different stages of development and help them to obtain didactic materials conformant to standards and specifications with no need of being an expert in standards and specs details and implementation. The method is composed by 5 steps: Requirement gathering, Resources selection, Composition, Evaluation and Semantic annotations generation. Those steps use developers’ answers to a set of questions about material features and requirements described by a minimum set of model elements. The algorithms defined for method steps allow providing mechanisms and guidelines to help developers to choose the most appropriated selection procedure to follow in the selection stage according their needs. For the composition stage they help to aggregate resources and to integrate them into the material presentation and delivery structure. For the evaluation stage, they define mechanisms to asses the material’s pedagogical utility and interface usability as indicators of an effective support for an educational process and to redesign the material in those cases when such indicators will no reach appropriated values. Last but not least, they also allow to automatically add semantic annotations to the created material using the mappings defined in the meta-model for describing general material features and pack it according to IMS CP, ensuring material’s potential reusability since it is interoperable and can be localized and retrieved. Model and method are the foundation of the architecture for a generative authoring tool. This architecture is composed by a set of modules which use the information provided by model elements and implement the algorithms defined for each method step to guide, provide solutions to the different stages of development and to ensure previously stated material’s desired features and they effectively support the achievement of stated learning objectives from an educational process. The technical feasibility of the proposed solution has been proved by means of a set of evaluation tests. The model capability to generally describe and classify materials has been shown in the results of tests realized with a model based ontology and a reasoner. Method capabilities to guide the development and to provide suitable solutions to the selection and composition stages of development has been stated in the results of evaluation questionnaires for the four development situations where the method support was analyzed. The implementation feasibility of the proposed authoring tool architecture, the method capability and suitability of its evaluation step and the usefulness of the proposed framework were stated in the result analysis of the expert questionnaire.
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Keywords
Internet en la enseñanza, Tecnología educativa, Educación a distancia, Materiales didácticos