Arcabouço conceitual de adaptação de recursos educacionais

Abstract

Usually, the resources available in Virtual Learning Environments (VLEs), used in distance and blended courses, are presented in the same way for all students. This may not be useful for the effective learning of each student. The approach adopted to solve this problem in this thesis is based on a framework called ArCARE (Conceptual Framework of Adaptation of Educational Resources), being a strategy that allows the development of Smart Learning Environments (SLEs) and adaptation of resources to students in VLEs during the course, based on the Piaget Constructivism, using multi-agent system technology that manipulates an open learner model ontology composed of several characteristics of the student according to their interactions with the VLE and their engagement in the course such as competences, skills, performance in activities, frequency, preferences, and learning styles. These adapted resources in the VLE can be a recommendation of colleagues to help students with difficulties in activities, as well as the recommendation of proposed collaborative activities with the aim of the student to have a more effective learning of the course contents. The solution described in this thesis is also based on collaborative learning by the interaction between learners, in which it is a method used for the purpose of construct his knowledge in a more meaningful way in VLEs. In addition, each learner model is changed dinamically during the course, through the student's interactions with the VLE. This model is presented to the student using Learning Analytics (LA), with the objective of the student to know their current state in the course, allowing a self-regulated learning. One of the results generated in ArCARE was the AMPARA system (Adaptive Multi-agent Pedagogical Architectures for Resources and Activities in VLEs), applied in disciplines with traditional curricula such as Numerical Calculus and Algorithms and Programming in the blended mode in order to recommend PAs. Another result was the AMPARAX system (eXtended AMPARA), which was applied in a course with flexible curriculum, Computational Thinking for Computer Programming using Moodle VLE, showing, therefore, ArCARE's proofs of concept.