Uma plataforma de suporte ao docente no contexto da Educação Digital

Abstract

We live on a technological society, therefore we must propose new learning methodologies that take advantage of modern technical resources. However, only creating new models does not imply on the improvement of quality of education, thus, it’s necessary that those models identify the demands from students and help them to get better engagement in the learning process. In this context, this work describes the resolution of a problem that can be depicted trought the follow question: Is it possible to generate a classroom environment for face-to-face teaching supported by technology, that minimizes the di cult of teachers to insert computacional resources as a necessary element of the teaching methodology and, additionally, to supply analytics and inferences to improve of teaching-learning process? It was found through the Literature Review that Ubiquitous Computing and Ambient Intelligence are much used to create smart classrooms on presencial education context. However, few works implement methodologies that adapt the pedagogical content, for example assessments, from the student’s non understanding. Thus, the aproach of this dissertation consists in introducing a platform of support to teacher that, after a presencial lesson, it will provide informations about interaction with didatic content and performance of a class, besides insertion of a help on demand, mainly on the evaluation using multiple choice quiz to satisfy the several levels of di cults from the students. With this goal, it was developed a plataform composed by four parts: (i) Composer: responsible for composition and generation of a Digital Class. (ii) Player: responsible for running the digital class independently of the execution environment; (iii) Server: creates and manages the virtual classrooom, communicating with all devices in the learning environment; and (iv) Metrics: component responsible to generate data for teacher’s support. Metrics provides informations about student’s interaction with the didactical material and, mainly, about their performance on evaluative quizes. The Platform was applied at real classes with techcnical education students and the experimental results indicate that the platform not only collaborated in the improvement of students’ performance, but also facilitated the work of the teacher, both in the preparation of the classes and in the conduction of the same, besides generating important metrics for the evaluation of the learning.